Teacher Wellbeing
Teacher wellbeing goes beyond individual health; it encompasses how teachers feel and function in their professional roles, influenced by their emotions, attitudes, and perceptions of their work. INEE defines teacher wellbeing through a socio-ecological lens, emphasizing that it is shaped by interconnected factors at individual, school, community, and policy levels. To be effective, resources and interventions must be localized and developed in collaboration with teachers themselves.
Focusing on Wellbeing in Education
As humanitarian crises deepens and evolves, addressing human wellbeing through education has become an urgent priority. For students and teachers alike, the stress, anxiety, and instability of crisis settings disrupts learning and hinder education’s transformative potential. Supporting both learners and educators is critical to restoring hope and resilience in such challenging times and environments.
While much of the focus in education is on the wellbeing of children and youth, the wellbeing of teachers is equally essential. Teachers in crisis-affected areas often work in demanding conditions with minimal resources. They take on multiple roles—educators, counselors, and community leaders—while navigating the personal toll of living through crises themselves. Supporting teacher wellbeing is not only a moral imperative but also key to fostering a positive learning environment for students.
For additional information on Teachers, visit the Teachers Resource Collection. For additional information on Mental Health, Psychosocial Support, and Social and Emotional Learning, visit the MHPSS-SEL Resource Collection.
This collection was developed with the support of Esther Mbau, INEE PSS-SEL Coordinator.
