Teacher Wellbeing

This INEE Minimum Standards-aligned Guidance Note is an opportunity to put teacher wellbeing at the center of our response and recovery efforts in conflict and crisis affected settings. Not just because an investment in teachers is an investment in children and adolescents, but because at this moment in history teachers deserve our unparalleled attention as an end unto itself. 

These contextualization tools consist of a methodology and reflections, as well as the resultant contextualized Domain 1 of the Guidance Note for Teacher Wellbeing in Emergency Settings for use in Soacha, Colombia

These contextualization tools consist of a methodology and reflections, as well as the resultant contextualized Domain 3 of the Guidance Note for Teacher Wellbeing in Emergency Settings for use in Kakuma Refugee Camp, Kenya.

These contextualization tools consist of a methodology and reflections, as well as the resultant contextualized Domain 3 of the Guidance Note for Teacher Wellbeing in Emergency Settings for use with university instructors in non-state universities in Myanmar.

These contextualization tools consist of a methodology and reflections, as well as the resultant contextualized Domain 2 of the Guidance Note for Teacher Wellbeing in Emergency Settings for use in Palestine. 

This facilitation pack supports the delivery of a sector-level workshop to define and contextualize teacher wellbeing policy and practice priorities. It consists of a facilitation guide, workshop outline, slide deck, and workbooks.

This first output of the Teacher Wellbeing Toolkit comprises a tools & resources mapping and a gap analysis report, building on the existing body of work by collecting existing resources, tools, and policy or advocacy documents that address teacher wellbeing in emergency settings.

This resource includes findings from a landscape review, a conceptual framework for teacher well-being, as well as programmatic and policy guidance for providing comprehensive support to the well-being of teachers working in low resource, crisis, and conflict-affected contexts.

The Training for Primary School Teachers in Crisis Contexts package was developed for unqualified or under-qualified teachers often recruited to teach in refugee camps and in a range of other emergency settings.

The WHO-5 was first presented by the WHO Regional Office in Europe at a 1998 WHO meeting in Stockholm as an element in the DEPCARE project on the measures of well-being in primary health care. Since this time the WHO-5 has been validated in a number of studies with regard to both clinical and psychometric validity.

This document should help you to collect the necessary information to assist people affected by humanitarian crises more effectively.

he toolkit contains components that include Introduction for proposal development and advocacy; Community Action for initial non-formal education or informal learning; Teacher Training to support teachers/facilitators; Learner Assessment tools, and a comprehensive Community Action component to support literacy and well-being in the immediate aftermath of a crisis.

Through this series, REPSSI strives to publish high-quality, user-friendly, evidence-based manuals and guidelines, all characterised by subject matter that can be said to address the issue of psychosocial wellbeing. Within the series, different publications are aimed at different levels of audience or user.

This document develops the use of the Community Based approach to Psychosocial Support (CBPS) in educational settings and presents FCA’s experiences in improving well-being through education in various countries.