Ei-iE

Health and well-being hub Education International’s resource center

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Language: Arabic
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Recommendations and summary of deliberations of the United Nations Secretary-General’s High-Level Panel on the Teaching Profession (2024)

Policy briefs and Policies

This document presents the Recommendations of the The High-Level Panel on the Teaching Profession that was convened by the United Nations Secretary-General António Guterres. It emphasizes the urgent need to address the global shortage of teachers and improve their working conditions, salaries, and professional development. It advocates for investing in teachers through competitive salaries, quality training, and continuous professional development, while promoting equity, diversity, and inclusion to attract and retain marginalized groups. The document also highlights the importance of enhancing the status and dignity of the teaching profession, encouraging innovation and leadership among teachers, and integrating education for sustainable development, peace, and democracy into teaching practices. Collaborative efforts among governments, educational institutions, and international organizations are deemed essential for effective implementation of these recommendations.

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Publisher
International Labour Organization (ILO) United Nations Educational, Scientific and Cultural Organization (UNESCO)
Year of publication
2024
Topics
Cross-cutting resource
Available in
English French Spanish, Castilian Arabic
Categories of staff
Teachers Education support personnel School leaders
Specific communities
Women
Resource type
Downloadable file

Guidance note on teacher wellbeing in emergency settings

Guides

The guidance note provides strategies to support teachers' mental health and overall wellbeing in crisis contexts. It emphasizes the importance of promoting access to mental health and psychosocial support, creating enabling work environments, and enhancing teacher voice, agency, and leadership. The guidance is aligned with the INEE Minimum Standards and offers practical recommendations, tools, and examples to help educators, policymakers, and humanitarian actors improve the resilience and effectiveness of education systems in emergencies.

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Publisher
Inter-agency Network for Education in Emergencies (INEE)
Country
Colombia Kenya Myanmar Palestine
Year of publication
2022
Topics
Leadership Mental health Safety Working conditions
Available in
English French Spanish, Castilian Portuguese Arabic Ukrainian
Categories of staff
Teachers
Resource type
Downloadable file

Refugee teachers in Lebanon: The challenges of managing professional expectations with personal experiences

Research

This article is part of a compilation of case studies that detail promising practices in teacher well‑being, teacher management, and school leadership.. This section discusses the challenges faced by refugee teachers in Lebanon as they balance professional expectations with their personal experiences. It highlights the dual role of these teachers who, while educating refugee students, also navigate their own difficult circumstances, including economic hardships, emotional stress, and uncertainty about the future. The study emphasizes the need for support systems that address both their professional and personal needs, suggesting that effective training, psychological support, and fair compensation are crucial for their well-being and effectiveness in their roles.

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Publisher
Inter-agency Network for Education in Emergencies (INEE) Harvard University
Country
Syria Lebanon
Year of publication
2022
Region
Arab Countries
Topics
Cross-cutting resource Peer relationships Resources and conditions Safety Workload
Available in
English French Spanish, Castilian Portuguese Arabic
Categories of staff
Teachers
Specific communities
Migrants and refugees
Resource type
Downloadable file

Coaching-observing-reflecting-engaging (CORE) for teachers: A well-being and support intervention for teachers

Research

This article is part of a compilation of case studies that detail promising practices in teacher well‑being, teacher management, and school leadership. The article describes an intervention aimed at supporting teachers' well-being and professional development through a holistic coaching model. The program, implemented in Colombia and the Occupied Palestinian Territories, focuses on three main areas: building teachers' social-emotional competencies, improving their well-being using mindfulness and acceptance techniques, and enhancing classroom management skills. The intervention includes continuous quality improvement-based coaching, where teachers receive individualized support and feedback

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Publisher
Inter-agency Network for Education in Emergencies (INEE) War Child Holland
Country
Colombia Palestine
Year of publication
2022
Region
Latin America Arab Countries
Topics
Cross-cutting resource Peer relationships Resources and conditions Safety Workload
Available in
English French Spanish, Castilian Portuguese Arabic
Categories of staff
Teachers
Specific communities
Migrants and refugees
Resource type
Downloadable file

In their words: Teacher well-being amidst displacement and fragility in Uganda and South Sudan

Research

This article is part of a compilation of case studies that detail promising practices in teacher well‑being, teacher management, and school leadership. This text explores the well-being of teachers in Uganda and South Sudan amidst displacement and fragility. It highlights the challenges faced by teachers, including the impact of displacement on their professional and personal lives. The study emphasizes the importance of teacher well-being for effective teaching and learning, noting that teachers often struggle with stress, lack of resources, and the need for professional development.

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Publisher
Inter-agency Network for Education in Emergencies (INEE) Teachers College Columbia University
Country
Uganda South Sudan
Year of publication
2022
Region
Africa
Topics
Cross-cutting resource Peer relationships Resources and conditions Safety Self-efficacy Workload
Available in
English French Spanish, Castilian Portuguese Arabic
Categories of staff
Teachers
Specific communities
Migrants and refugees
Resource type
Downloadable file

“Social emotional development for teachers”: An innovative program to improve teacher well-being in El Salvador

Research

This article is part of a compilation of case studies that detail promising practices in teacher well‑being, teacher management, and school leadership. The "Social Emotional Development for Teachers" program in El Salvador aims to enhance teacher well-being by addressing the significant social and emotional challenges they face, such as stress from gang violence and community insecurity. The program provides over 3,000 teachers with training in social-emotional learning strategies and mindfulness practices to help them manage their emotions and reduce stress. This initiative is designed to improve teachers' relationships with students, parents, and colleagues, ultimately enhancing their effectiveness in the classroom and contributing to a more positive educational environment.

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Publisher
Inter-agency Network for Education in Emergencies (INEE) FHI360
Country
El Salvador
Year of publication
2022
Region
Latin America
Topics
Mental health Physical health Resources and conditions Safety Social emotional skills
Available in
English French Spanish, Castilian Portuguese Arabic
Categories of staff
Teachers
Specific communities
Ethnic minorities
Resource type
Downloadable file

Developing teachers’ abilities to create trauma-informed classrooms and teach psychological resilience-building using cognitive behavioral approaches in Mindanao, Philippines.

Research

This article is part of a compilation of case studies that detail promising practices in teacher well‑being, teacher management, and school leadership. The initiative focuses on enhancing teachers' abilities to create trauma-informed classrooms and build psychological resilience using cognitive behavioral approaches. The program aims to equip teachers with coping skills and resilience-building techniques for their own mental well-being. By understanding their own mental health needs and learning evidence-based psychological strategies, teachers can better manage their emotions and stress.

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Publisher
Inter-agency Network for Education in Emergencies (INEE) Education Development Center
Country
Philippines
Year of publication
2022
Region
Asia Pacific
Topics
Cross-cutting resource Mental health Physical health Resources and conditions Safety
Available in
English French Spanish, Castilian Portuguese Arabic
Categories of staff
Teachers
Specific communities
Ethnic minorities
Resource type
Downloadable file

‘Supporting the supporters’: Refugee teachers and teachers living in protracted conflicts

Research

This article is part of a compilation of case studies that detail promising practices in teacher well‑being, teacher management, and school leadership. The NRC provides comprehensive support mechanisms for teachers, including capacity building, expressive arts therapy, recreational activities, and a phone hotline for counseling. These efforts aim to equip teachers with the skills to address their own emotional and social needs, thereby improving their ability to support their students effectively. The initiative has shown positive outcomes, with teachers reporting increased resilience, improved stress management, and enhanced professional growth.

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Publisher
Inter-agency Network for Education in Emergencies (INEE) Norwegian Refugee Council
Country
Jordan Palestine
Year of publication
2022
Region
Arab Countries
Topics
Cross-cutting resource Mental health Physical health Violence and harassment
Available in
English French Spanish, Castilian Portuguese Arabic
Categories of staff
Teachers
Specific communities
Migrants and refugees
Resource type
Downloadable file

Training of trainers toolkit on the ILO violence and harassment convention (No. 190) and recommendation (No. 206)

Toolkits

The toolkit provides guidance on implementing the ILO Violence and Harassment Convention (No. 190) and Recommendation (No. 206). It includes practical resources for trainers, such as facilitator guides, activities workbooks, and detailed briefings on key issues. The toolkit aims to raise awareness, encourage discussion, and support unions in developing workplace policies, integrating violence and harassment into occupational safety and health management, and campaigning for the ratification of C190. It emphasizes the importance of gender-responsive approaches and collective bargaining to create safer, more inclusive workplaces.

The resources in Arabic and Turkish can be downloaded from the resource page in English.

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Publisher
Education International (EI)
Year of publication
2021
Topics
Safety Violence and harassment
Available in
English French Spanish, Castilian Arabic Turkish
Categories of staff
Teachers Education support personnel
Specific communities
Women
Resource type
Downloadable file

Safe return to work: Guide for employers on COVID-19 prevention

Guides

The document provides practical guidance for employers to manage workplace safety during the COVID-19 pandemic. It outlines strategies to assess risks, implement preventive measures, and ensure a safe and healthy return to work for employees. The guide emphasizes collaboration between employers, workers, and health authorities, and includes checklists and tools to support planning and communication efforts. It aims to help businesses navigate the evolving challenges of the pandemic while protecting workers' health and sustaining operations.

The documents in Arabic, Indonesian, Portuguese, Russian, Turkish and Ukrainian can be downloaded from the resource webpage.

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Publisher
International Labour Organization (ILO)
Year of publication
2020
Topics
Mental health Pandemics and epidemics Physical health
Available in
Arabic English French Indonesian Portuguese Russian Spanish, Castilian Ukrainian Turkish
Categories of staff
Teachers Education support personnel School leaders Union representatives
Resource type
Downloadable file