Recent publications document some of the causes of teacher stress, many of which originate from factors a teacher cannot directly control, such as teacher shortages, increased class sizes, additional student accountability measures, and teacher evaluation documentation requirements. Music teachers experience additional stresses that other teachers may not due to larger class sizes, after-school performance events, isolation from music teaching colleagues, and changes in teaching assignments due to prioritizing "core" subject staffing. At the same time, teachers and students face daily stressors, such as schedule changes, test score pressure, and social confrontation. The authors examines the following strategies to demonstrate how "wellness is not a state of being, but a state of action," promoted through the teacher and students engaging in physical activities designed to process physical symptoms in order to complete the stress response cycle.