This article explores the lived experiences of four early career academics transitioning from school educators (within the primary and secondary sectors) to lecturers in initial teacher education in a United Kingdom Higher Education institution.  These early career academics were established teachers with strong practitioner identities within their field of education and experienced in reflective practice. The concept of agency is firstly explored, and an ecological model presented and used as a framework in this study.  A collaborative autoethnographic methodological approach is used to structure personal and professional reflections in order to gain an insight into the evolving identities of the early career academics as they embrace and develop new careers within Higher Education as lecturers. Factors emerge which have both hindered and enhanced agency and this paper sets out some recommendations for change.  It is hoped that Higher Education establishments may find these findings useful to consider when inducting new staff and helping them develop and flourish in the early stages of their academic careers.

Under Scotland’s Curriculum for Excellence, the health and wellbeing of school pupils is the ‘Responsibility of All’. Mental health is included in this though the extent to which secondary teachers feel confident to deal with the many and varied issues which their pupils present with is less clear. This pilot study seeks to explore the potential gap between the responsibilities that are assigned to Scottish secondary teachers and the responsibilities that they assume. A questionnaire, interviews and focus group were used to garner the views of a group of secondary teachers. Thematic analysis of the data allowed for an exploration of how the role of the secondary teacher with regard to mental health is perceived by those dealing with pupils on a daily basis. Views varied considerably illustrating that the complexity surrounding these issues should not be underestimated.