The escalating challenges faced by educators highlight the urgent need to understand factors influencing their wellbeing. Teachers in the United States education system are stressed, burnt out, and leaving the field in unprecedented numbers (Sparks, 2022; Camera, 2022; Zamarro et al., 2021; Dabrowski, 2021; Hill-Jackson et al., 2022). It is crucial we understand the impact on educators. Thus, school administrators can help. This study included a pilot and main study. The pilot study was a within-subjects quasi-experimental design, to gather initial feedback, insights, and preliminary findings on the intervention. Feedback and observations from the pilot study were then applied to the main study. The main study was a between-subjects quasi-experimental design. Three schools were recruited through convenience sampling and assigned to one of three conditions: the treatment group, the treatment-as-usual group, and the no-treatment control group. In the treatment group, school leaders received 6-weeks of training and coaching on simple, evidence-based strategies that intend to increase wellbeing and decrease burnout for both the school leader and educators. The treatment-as-usual group received some attention designed to mimic intervention strategies typically utilized in schools, like workshops. Workshops and colloquial interactions were provided to the school leader and staff throughout the 6-week cycle. Lastly, the no-treatment control received no intervention and just was requested to complete pre-post measures. The principal investigator measured the dependent variables of wellbeing and burnout of school leaders and educators both qualitatively and quantitatively. Quantitative measurement used the Workplace Wellbeing Survey (Butler & Kern, 2016) and the Maslach Burnout Inventory -- Educator Survey (Maslach, 1981) to assess these variables. A multivariant analysis and ANOVA were conducted for statistical analysis. Deductive coding was used for qualitative feedback analysis to gain insights into the perceptions of wellbeing and burnout from pre to post intervention. The study found qualitative results that demonstrated the school leaders in the pilot and main study increased in wellbeing and decreased in burnout from pre to post. Furthermore, qualitative data in the main study demonstrated that the educator from the treatment condition exhibited a greater increase in wellbeing when compared to the control groups. Clinical applications are discussed. [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.]