Practitioner inquiry is a very controversial concept for school teachers. On one hand, they are required to engage with research as part of their teacher training programme and, partly, throughout their annual CPD. However, teachers who are already overworked and dealing with a range of competing demands may view research engagement as a challenging, if not impossible and unproductive, experience. By bringing together academic experts in this area as well as teacher wellbeing clinicians, this event will spark the discussion about the relationship of practitioner enquiry and teachers’ and their students’ wellbeing by addressing some of the main tensions of this professional endeavour.