Landscape Review on Teacher Well-being in Low Resource, Crisis, and Conflict-affected Settings

Landscape Review on Teacher Well-being in Low Resource, Crisis, and Conflict-affected Settings
In crisis and conflict-affected settings, education can provide life-saving and sustaining support for children. Teachers play an essential role in supporting children’s wellbeing and ensuring that learning spaces are safe and protective, yet minimal attention is paid to teachers’ own wellbeing.
This landscape review, which was commissioned by the Education Equity Research Initiative, serves as a first step in filling the evidence gap by building an understanding of teacher well-being in low resource, crisis, and conflict-affected contexts and identifying the individual and contextual factors that may influence well-being.
Organized into five sections, the landscape review introduces the importance of better understanding teacher well-being in low resource, crisis, and conflict-affected contexts, outlines the methodology for this report; presents a conceptual framework for teacher well-being informed by the existing literature and evidence on teacher well-being as well as interviews with teachers working in displacement and low resource settings; describes the existing research and evidence base on teacher well-being; and concludes by presenting a Key Actions Matrix with programmatic and policy guidance for supporting teacher well-being.
Please find the resources available in multiple languages below:

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