<![CDATA[A global wellness crisis among educators has intensified due to heavy administrative demands, high workload stress, and tragic systemic outcomes. Addressing this gap, this study investigated the lived experiences of educators by consolidating qualitative evidence on healthy lifestyle practices among basic education teachers. Operating within a strict five-year temporal window from 2021 to 2026, the investigation used Harzing’s "Publish or Perish" software to scan Google Scholar, Crossref, and OpenAlex databases, retrieving an initial pool of 2,100 records. These files were methodically filtered using predefined eligibility boundaries, and the remaining literature was subjected to rigorous methodological quality checks using the CASP qualitative tool, which resulted in 8 empirical papers being retained for final evaluation. Applying Braun and Clarke's six-phase thematic framework, the study synthesized the data into an overarching conceptual model centered on a Holistic Ecosystem of Teacher Well-Being. The structural synthesis revealed three primary thematic clusters: Managing Multidimensional Stress and Mental Well-being; Embracing Wholistic Lifestyle Dynamics; and Valuing Health and Wellness. The analyzed data uncovered an institutional paradox: independent commitments to wellness fail when a school's operational culture forces staff to continuously overexert their physical and mental capacities without structural constraints. Ultimately, this research provides an evidence-informed foundation to guide educational policy, advocating for school wellness initiatives that transition from passive self-care recommendations to mandatory work-life boundaries and structured health-promotion programs.]]>
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