As an intern doctor learns the importance of barrier protection before becoming a doctor I propose the need to ‘positively inoculate teachers’ via a preventative process approach before teachers get swept up in the busyness of day to day school life. The ARCHES framework aims to increase wellbeing literacy along with mainstream pedagogical and curriculum content during teacher training. Preservice teachers are introduced to six empirically based wellbeing domains. Preservice teachers learn the theory that underpins each domain and are given a toolkit with ideas including evidenced based coaching skills to support the application of theory into practice. Preservice teachers learn that quality wellbeing interventions cut across multiple domains. Preservice teachers are encouraged to create multidimensional interventions to support their wellbeing during specific stages such as practicum teaching periods during University life. It is hoped that this approach positions preservice teachers strongly as the keystone of the “ARCH” ensuring they have the skills to better support their own wellbeing along with the wellbeing of the future students within their care, ultimately enhancing the wellbeing trajectory for many young people and contributing to shaping schools in Australia as positive institutions.