Educators experience mental and physical workload affecting their individual occupational well-being requiring attention. The aim of this systematic review is to summarize current research on self-conducted interventions aiming to promote individual occupational well-being of educators during working hours. This systematic review using narrative synthesis followed the PRISMA guidelines. The literature search was conducted without time limits using the databases CINAHL, Cochrane, ERIC, PsycInfo and PubMed resulting 13 studies. Self-conducted interventions were found using either physical (e.g. voice hydration/walking) or psychological exercises (e.g. meditation/self-reflection). Interventions’ achieved outcomes on educators’ individual occupational well-being was increasing their physical (e.g. physical activity/voice health) and mental resources (e.g. stress management/job satisfaction). This knowledge is useful for maintaining and promoting occupational well-being of educators