This study explores the relationship between teacher and student well-being in U.S. schools. Through a narrative inquiry methodological approach, it examines emergent themes from interviews of five diverse U.S. secondary teachers. Through the process of re-storying teachers' narratives, it presents five case studies and a cross-thematic analysis. These methods of data analysis help to elucidate how teachers navigate the tension of opposite roles--of nurturers and care workers, and of disciplinarians and punitive state-agents--to support ecological well-being and mitigate or respond to ill-being for themselves and for their students within their respective classroom communities and their schools' policy environments. It employs an ecological theorization of well-being to understand how teachers perceive the relationship between teacher and student well-being. It documents how, by adapting unique pedagogical orientations, teachers transgress harmful administrative mandates, through the deployment of engaged pedagogy, to co-create affective environments within their classrooms that support emancipatory education and collective well-being. Applying a decolonial depth psychological theoretical lens, this study examines the symptoms that produce ill-being within U.S. education as articulated by the teachers interviewed, engages these symptoms through the research process, empowers teachers' subaltern voices through their narratives, and offers roadmaps to teachers desiring to create classroom communities of resistance to the sequelae of the foreclosure of freedom and culture within U.S. educational enclosures. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]