The blog highlights evidence from GPE KIX-supported research across South Sudan, Ethiopia, Burkina Faso, Ghana, Nigeria, Chad, Uganda, and Zambia, demonstrating that teacher wellbeing is fundamental to building resilient education systems in fragile and conflict-affected contexts. It argues that teachers who are expected to support children affected by crisis often receive little or no psychosocial support themselves, undermining both teaching quality and learning outcomes. Drawing on five key lessons, the blog explores why teacher wellbeing must be treated as a core system priority, the importance of contextualising social-emotional learning (SEL), the need for structural rather than individual solutions, the value of learning from non-formal education models, and the importance of involving teachers in programme design. The full blog is attached for your reference