This study examines language teachers’ wellbeing in Scotland through a holistic ecological framework, addressing how wellbeing is shaped by challenges and coping pathways across interacting systems of practice and policy. Drawing on Bronfenbrenner’s ecological systems theory, the research investigates the interplay between microsystem (classroom relations and pedagogy), mesosystem (collegial and external support), exosystem (school leadership, workload, curriculum and policy enactment), macrosys