Teacher well-being in protracted crises: conceptual caveats Lessons from the DR Congo

Teachers in protracted (violent) crises are to varying degrees expected to fulfil a multiplicity of functions such as facilitating learning outcomes, providing conflict-sensitive education, attending to traumatised students and representing the state. At the same time, they are often underpaid, receive little training and might themselves experience various forms of violence. An increasingly popular analytical frame is teacher well-being, which undoubtedly highlights important outcomes. We use this paper to identify potential conceptual caveats of a well-being perspective for analyses of teachers in protracted crises.