Supporting Teachers in Crisis Contexts: INGO Interventions in Education and Health in Afghanistan (2020–2025)

This study examines how International Non-Governmental Organizations (INGOs) supported teachers in Afghanistan during a period of prolonged crisis from 2020 to 2025, with particular attention to education and health interventions. Ongoing political instability, economic decline, and humanitarian challenges significantly affected teachers’ professional conditions, well-being, and capacity to deliver quality education. In response, INGOs played a critical role in sustaining educational activities and supporting teachers in both formal and community-based learning environments.
Adopting a qualitative, descriptive approach, the research draws on secondary sources including INGO reports, policy briefs, and the academic literature. The analysis reveals that INGOs implemented a range of interventions aimed at strengthening teacher capacity, such as professional development, provision of teaching and learning materials, and psychosocial support. In addition, health-focused initiatives addressing physical safety, hygiene, and mental health were integrated to reduce barriers that hinder effective teaching and learning.
The findings underscore the interconnected nature of teacher education and health in crisis contexts and demonstrate how integrated INGO interventions contributed to teacher resilience and continuity of education. This paper contributes to teacher education discourse by highlighting practical lessons for designing responsive support systems for teachers working in fragile and conflict-affected settings.
INGOs strengthened teacher resilience by integrating education and health support in crisis contexts.