Over the past decade humanitarian actors have focused attention and resources on developing education as a specific intervention aimed at mitigating psychosocial distress affecting children during war. Of particular importance in this effort is support for teachers. The importance of teachers in children’s lives dramatically increases in situations affected by armed conflict: children may have lost or been separated from their parents, and parents may be less able, for many reasons, to support their children. Support for teachers’ professional development is even more important as acute teacher shortages often mean that adults and youth who have never taught before or even finished their own education are recruited as teachers.