Background/Context: The purpose of this paper is to highlight the importance of supporting educator, and particularly teacher, mental health and well-being when working to improve educational systems. Although education, and teaching in particular, has long been characterized as a stressful field of work (Kyriacou, 2001), outside of occupational burnout, there is a paucity of research on the prevalence of stress-related symptoms among educators (Hirshberg et al., 2023). Understanding the prevalence of symptom clusters such as stress, anxiety and depression is important because high levels of these symptoms are prospectively associated with occupational outcomes across diverse occupations. Since the beginning of the COVID-19 pandemic, several studies have reported very high rates of teacher and/or educator occupational burnout, stress, and anxiety and depressive symptoms (Hirshberg et al., 2023; Kush et al., 2022; Pressley, 2021). These studies suggest that greater attention and resources need to be allocated to supporting educator mental health. However, these data were collected during the enormous uncertainty of the first two years of a global pandemic, raising the possibility that educator mental health has normalized as pre-pandemic life routines have returned. Using baseline data from a randomized controlled trial conducted in the 2022-2023 school year, we tested the preregistered hypothesis that COVID-related fears would explain little variance in educator symptoms of stress, anxiety, depression and occupational burnout, that symptoms will remain high even though life has returned to pre-pandemic routines, and that features of the school environment will moderate symptoms levels. We will also report on preregistered replication hypotheses that, just as during the initial phases of the pandemic, assignment to a four-week smartphone-based well-being training would significantly improve educator mental health relative to assignment to an attention control condition. Setting: Public school employees in a large Southern pK-12 school district that serves a high proportion of students from low resources environments. The intervention occurred via an app on participants phones. Population/Participants/Subjects: Participants were 830 employees of a public school district who worked in that district in any capacity. Around 54% of participants were lead classroom or special education teachers. Eighty-five percent self-reported as female, 71% as White, 13% as Black, 3% as Hispanic or Latino, with the remaining 11% reporting as more than one race or Asian, American Indian or Alaskan Native, or Native Hawaiian (<1% each). Intervention/Program/Practice: The Healthy Minds Program (HMP) is a smartphone-based well-being training constructed around a new, four pillar model of well-being (Dahl et al., 2020). The awareness pillar includes mindfulness and other attention-related practices. The connection pillar consists of loving-kindness, compassion, and additional techniques to strengthen prosocial dispositions. Insight practices aim to clarify the function of the self and the processes by which experience, memory, and identity inform perception. Purpose practices are intended to clarify and help one embody deeply held values throughout daily activities. The full HMP is one-year long, with three months of content for each ACIP pillar. However, the app is highly modifiable, allowing researchers to customize program features, including duration. Content in the app takes two primary forms: "learns" and "practices." Learns provide a didactic overview of the program's theoretical framework along with summaries of relevant research supporting these theories. Practices provide instruction in ACIP techniques intended to strengthen specific skills. In this study, a conceptual replication of a prior randomized controlled trial of the app in educators (Hirshberg et al., 2022), we used a four-week version of the app that had one week of content for each pillar. Research Design: This study was a two-arm, randomized attention controlled trial of the Healthy Minds Program app. Primary outcomes were assessed at baseline (T1), weekly during the intervention (T2-T4), post-intervention (T5), and at five month follow-up (T6). Secondary outcomes were assessed at T1, T5, and T6. Process measures hypothesized to be mechanisms of improved mental health were assessed at T1-T5. Data Collection and Analysis: Most of the data were self-reported. Ecological momentary assessment was used around T1, T5 and T6 but is not reported on here. Administrative records of 2023-2024 school year employment will be provided. Administrative records of students of teacher participants will be provided by the district in the summer of 2023 and 2024. Baseline data was analyzed with Pearson product moment correlations, linear regressions, and logistic regressions. Trial data will be analyzed using linear mixed effects models with time nested within participants. The time (T1-T5 and T1-T6) by GROUP (treatment, control) interactions are of primary interest. The primary preregistered outcome is an aggregated of stress, anxiety, and depressive symptoms (psychological distress). Secondary outcomes include well-being, occupational burnout, loneliness, and perceptions of the work environment. Findings/Results: Analyses of baseline data demonstrate that educator mental health remains at crisis levels even as life has returned to normal. On average, this sample of educators' anxiety and depressive symptoms were around one standard deviation and 0.6 standard deviations above the population average, respectively. More than 85% of participants reported moderate or high stress, with 44% reporting clinically significant levels of anxiety and 34% clinically meaningful levels of depressive symptoms. Although COVID-related anxiety explains significant variance in both anxiety and depression (around 7%), most of the variance is not associated with COVID fears and school contextual features explain relatively more variance mental health (e.g., administrator trust 8%, satisfaction with co-workers 9%). Trial data will be analyzed over the summer of 2024. Conclusions: Stress, anxiety and depression remain at alarmingly high levels among educators, with significant implications for school systems nationwide. Addressing the mental health crisis among educators demands an urgent and coordinated public health campaign that shows no substantive signs of emerging. Should the replication hypotheses be supported by the data, mobile health well-being training like the Healthy Minds Program app, which is free to use, may be an accessible and effective approach to supporting educator mental health and wellbeing, and potentially supporting improved educator effectiveness.