Interventions targeting the well-being, motivation, and professional development of refugee teachers are central to enabling the provision of high-quality education to refugee children and youth in crisis contexts. The overall lack of it hinders learners’ academic and psychosocial adjustment and may prolong the effects of displacement-related stress among teachers and learners. This study explores the well-being and motivation of refugee teachers in the Dadaab refugee camp in Kenya. Semi-structured interviews were conducted with 12 refugee teachers who were randomly recruited from eight schools in the camp. The findings reveal compounded well-being risks at the national level (e.g. the right to work and remuneration, and professional development), school level (e.g. class size and workload, and learning resources), and individual teacher level (e.g. level of education, teaching experience, and gender) that undermine their occupational well-being and motivation. © Julie Matthews and Quentin Maire 2025. All rights reserved.
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