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Many teachers are dissatisfied with their jobs, struggle with feeling effective at work, experience high levels of stress and burnout, and report higher levels of depressive symptoms than the average adult. Moreover, growing evidence shows that teachers’ professional experiences are racialized, resulting in well-being disparities between White teachers and Teachers of Color (TOC). In this article, we use a novel AI-assisted tool to review existing research on interventions (N = 89) geared to improve teacher well-being, with a specific focus on whether and to what extent researchers acknowledge or discuss the racialized nature of teachers’ professional experiences. Grounded in a theory of schools as racialized organizations, we (a) review the most common intervention strategies for improving teacher well-being and (b) document the extent to which teacher well-being interventions address race or racism in their designs and analyses. Consistent with past work, we find that the vast majority of interventions to improve teacher well-being aim to equip teachers with psychological tools (mindfulness, coping strategies, compassion training) to navigate their professional experiences. However, only half of the studies reviewed here report the racial demographics of their samples, and only four consider how their interventions might differentially impact TOC versus White teachers. We discuss the reasons for and implications of this omission from the teacher well-being literature and provide recommendations for researchers to contend with the racialized nature of teacher well-being in research. [ABSTRACT FROM AUTHOR]

• Giving agentic feedback means questions-asking and suggestions instead of direct correction. • Teachers vary in how much "agency" they give students in their written feedback. • Students see agentic feedback as offering more choice and requiring more effort for revision. • Students think agentic feedback promotes greater learning and improvement. • Students believe teachers who give agentic feedback have higher expectations. Teachers are not only tasked with communicating facts, figures, and skills to their students, but they are also responsible for equipping students to be self-sufficient learners who believe in their own capacity to learn and improve. In this paper, we propose that written feedback that offers students agency (what we call 'agentic feedback') can be a way for teachers to build more independent and self-efficacious learners, and to instill in students the trust that their teacher believes in them. In the first study, we develop a novel qualitative coding scheme to measure the degree of agency offered in teachers' written feedback (N = 136) and produce a coherent 'agentic feedback' variable. In the second study, we find that middle and high school students (N = 1,260) are sensitive to the amount of agency provided in teachers' feedback: they perceive that agentic feedback affords more choice and requires more effort for revision, encourages greater learning and improvement on writing, and that teachers who offer more agentic feedback have higher expectations. We discuss implications for future research and application in classrooms. [ABSTRACT FROM AUTHOR]