Teacher Wellbeing

In response to worsening humanitarian crises, many of which have been compounded by COVID-19, there is a growing and urgent need to prioritize and respond to human wellbeing through education. While approaches to wellbeing through education are often centered around the needs of children and youth, teacher wellbeing is vitally important. Teachers in crisis-affected contexts work in complex education environments, often with minimal support, where they take on a multitude of roles and non-traditional responsibilities  to address diverse student and community needs (Kirk & Winthrop, 2013; Mendenhall et al., 2018). 

Armed conflicts contribute to the destruction of the infrastructure and resources needed to maintain safe and functional schools. The displacement that results from these conflicts often produces a sudden influx of children and youth and acute teacher shortages. The adversity experienced by both teachers and students in such settings brings tension, anxiety, and feelings of severe insecurity into their everyday lives, thereby disrupting learning progress and impeding education’s promise (Winthrop & Kirk, 2008). 

Defining Teacher Wellbeing

INEE’s Landscape Review (Falk et al., 2019) uses a socio-ecological framework to define teacher wellbeing as context-specific across the individual, school, community, national/regional and international levels. Wellbeing encompasses how teachers feel and function in their jobs; and includes teachers’ affections, attitudes, and evaluations of their work (Schleicher, 2018; Collie et al., 2015). Thus, resources used to support teacher wellbeing must be contextualized, ideally through a participatory process that places teachers at the center. 

TWB Landscape review Conceptual Framework ENG

Tools & Resources to Support Teacher Wellbeing

Through the work of the collaboratives on Teachers in Crisis Contexts (TiCC) and Psychosocial Support and Social and Emotional Learning (PSS-SEL), INEE has made significant contributions to teacher wellbeing in emergency settings. INEE now seeks to develop a Teacher Wellbeing Toolkit to support EiE actors to meet the specific needs of teachers in their local contexts,

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. INEE has mapped these materials across its socio-ecological model of teacher wellbeing to identify gaps in the availability of materials at the individual, school, and community levels, and in national, regional, and international policy environments.

 

The below collection of resources was curated under the Teacher Wellbeing Toolkit Project, with support from the Teacher Wellbeing Reference Group, and selected from among the Teacher Wellbeing Tools & Resources Mapping lead by Sophia D’Angelo, Samaya Mansour and Lisa Walker.

24 May 2022 Manual/Handbook/Guide Inter-agency Network for Education in Emergencies (INEE)

Guidance Note for Teacher Wellbeing in Emergency Settings

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. 

6 January 2023 Manual/Handbook/Guide Inter-agency Network for Education in Emergencies (INEE)

INEE Teacher Wellbeing Guidance Note - Contextualization for Colombia

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

6 January 2023 Manual/Handbook/Guide Inter-agency Network for Education in Emergencies (INEE)

INEE Teacher Wellbeing Guidance Note - Contextualization for 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 in Kakuma Refugee Camp, Kenya.

6 January 2023 Manual/Handbook/Guide Inter-agency Network for Education in Emergencies (INEE)

INEE Teacher Wellbeing Guidance Note - Contextualization for Myanmar, non-state online universities

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.

6 January 2023 Manual/Handbook/Guide Inter-agency Network for Education in Emergencies (INEE)

INEE Teacher Wellbeing Guidance Note - Contextualization for Palestine

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. 

28 July 2023 Training Material Inter-agency Network for Education in Emergencies (INEE)

Teacher Wellbeing in Emergency Settings: Regional contextualization, policy, and practice workshop

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.

19 August 2021 Mapping Inter-agency Network for Education in Emergencies (INEE)

Teacher Wellbeing Resources Mapping & Gap Analysis

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.

1 August 2019 Report
Inter-agency Network for Education in Emergencies (INEE), US Agency for International Development (USAID)
Education Equity Research Initiative

Landscape Review: Teacher Well-being in Low Resource, Crisis, and Conflict-affected 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.

1 January 1998 Assessment World Health Organization (WHO)

WHO Five Wellbeing Index

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.

6 October 2017 Toolkit Save the Children

Learning and Well-Being in Emergencies: Resource Kit

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.

1 January 2012 Manual/Handbook/Guide REPSSI

Mainstreaming Psychosocial Care and Support: Within the Education Sector and Teacher Training Guide

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.