Teacher shortages, burnout, and workforce instability have intensified across education systems following large-scale disruptions, including the COVID-19 pandemic and natural disasters. Although teacher well-being is widely recognized as important, it is rarely treated as a structural component of educational systems. Instead, it is often framed as an individual responsibility rather than a condition shaped by system design, resource allocation, and institutional priorities. This presentation reframes teacher well-being as essential infrastructure supporting workforce stability, instructional continuity, and system resilience. Drawing on interdisciplinary research across education, mental health, and disaster recovery, this work examines how current evidence and policy frameworks marginalize teacher well-being through what is prioritized, measured, and funded. Teachers are frequently positioned as service providers rather than as individuals whose well-being directly influences system sustainability and long-term workforce retention. Using a conceptual lens of visibility, priority, and feasibility, this session identifies key gaps in how teacher well-being is integrated into policy and practice, particularly in crisis-affected and rural education systems. The presentation concludes with a systems-level approach that embeds teacher well-being into workforce development strategies, including accountability measures, aligned supports, and organizational responsibility, with implications across education and human service sectors.