This study explored educators' self-reported state of well-being, perceived stressors, and use of coping strategies. Data collection consisted of an online survey and semi-structured focus groups. In total, 115 educators completed the online survey and 18 educators participated in the focus groups. Educators reported overall experiences of poor well-being, low resilience, high levels of compassion fatigue, and high levels of emotional exhaustion. Participants identified ongoing stressors related to supporting student learning and well-being, overseeing classroom environments, navigating limited community-based resources and supports, and managing increasing administrative demands and functions. Implications of the findings for practice are discussed.