Positive wellbeing and recovery-related difficulties should be distinguished when interpreting educational surveys. This exploratory study examined archived aggregate data from an online survey of teachers and teacher-education students in Slovakia, conducted from 1 to 25 March 2025, with 107 completed questionnaires. Selected, modified items drawn from the WHO-5, Perceived Stress Scale and PHQ-9 were analysed descriptively rather than scored as validated instruments. Frequencies were checked against charts and accompanying documentation; inconsistent distributions were excluded from substantive interpretation. Calmness and relaxation were reported always, mostly or often by 85 respondents (79.4%), and an interesting daily life by 79 (73.8%). Nevertheless, 49 respondents (45.8%) reported awakening fresh and rested only sometimes or never, while 25 (23.4%) reported fatigue or low energy on more than half the days or nearly every day during the preceding two weeks. Sleep (55.1%) and active sport (44.9%) were the most frequently selected wellbeing-maintenance practices. Conditional logical bounds illustrated possible co-occurrence of positive experiences and infrequent refreshed awakening, without reconstructing individual records. Findings identify recovery-related questions for further investigation, not clinical prevalence, occupational causes or intervention effects. The study supports assessing positive experiences and difficulties separately and developing institutionally supported prevention alongside individual self-care. Non-probability recruitment, unavailable microdata, adapted measures and questionnaire-version discrepancies limit inference and require verification before further analysis.
