On World Teachers’ Day, there is a renewed global call to support teachers working on the frontlines of humanitarian crises, from conflict zones to areas devastated by climate change. These educators are often the first point of hope for children living through severe challenges, providing a crucial lifeline through education.
In places such as Beirut, the Democratic Republic of Congo, Gaza, Haiti, Sudan, and Ukraine, teachers are operating in dangerous environments to ensure girls and boys continue their schooling. These children, many displaced by war or climate-related disasters, face daily threats, but the determination of their teachers provides them with stability, education, and the opportunity for a brighter future.
Education Cannot Wait (ECW), the United Nations’ global fund for education in emergencies, places the highest priority on supporting teachers in these crisis areas. Over the past year, ECW has provided training for more than 100,000 teachers, 59% of whom are women. This training covers essential topics, including mental health support, science, technology, engineering, and mathematics (STEM), as well as gender inclusivity and disaster risk reduction.
In 2023, ECW’s programmes reached 5.6 million children affected by crises, with 60% of its investments directed towards recruiting and retaining teachers, particularly focusing on inclusivity and equity. However, as ECW and its partners note, more must be done. UNESCO estimates that an additional 44 million teachers are required by 2030 to achieve universal primary and secondary education globally.
One such teacher making a tangible difference is Hafsat, based in Nigeria’s North-East region, where an estimated 18 million children are out of school. Working in Borno State’s Hajj Camp, Hafsat teaches children born in conflict, some of whom were child soldiers or children of armed group members. Hafsat and her colleagues help these young people navigate the trauma of their past while giving them the education they need for a better future. “I love children, and I believe my work is important for peacebuilding,” says Hafsat.
While the role of teachers in crisis zones is invaluable, they face immense challenges, including inadequate pay and working conditions in dangerous environments. Many teachers, like Hafsat, are affected by the same conditions as their students. They too live under constant threat, yet they continue to educate and inspire. ECW is calling for greater financial support to incentivise and empower these frontline educators. By providing cash support, better training, and resources, ECW aims to give teachers the tools to address the complex needs of traumatised children.
There is also a broader call for systemic change. Global leaders are urged to forge a new social contract for education, based on equality, equity, and universal human rights. Teachers must be at the centre of this effort, supported to turn the resilience of their pupils into power.
As the world honours teachers working in the toughest conditions, ECW’s message is clear: it’s time for coordinated global action to back the teachers shaping future generations, even in the most challenging environments.
