We are delighted to share with you the Guidance Note for Teacher Wellbeing in Emergency Settings, now available in Arabic, English, French, Portuguese, Spanish, and Ukrainian. This tool puts the wellbeing of teachers at the center of response & recovery in crisis settings.

We are delighted to share a new policy brief on Disability-inclusive Early Childhood Development in Emergencies (ECDiE). The brief highlights tools, frameworks, and promising practices to support disability-inclusive ECDiE, and offers recommendations for governments, donors, and programmers to bridge the gaps in the programming and delivery of ECDiE.

The new special issue from the Journal on Education in Emergencies explores teacher pay and working conditions, rapid transition to remote learning, realities of accessing remote learning in digitally marginalized and low-resource contexts, student experiences during COVID-19, historical perspectives on past pandemics, and much more.

This guidance aims to support the Child Protection and Education practitioners who respond to the needs of children in humanitarian crises. The Guidance Note is organized by programmatic areas that align with the domains and standards from both the Alliance’s Child Protection Minimum Standards and INEE’s Minimum Standards for Education.