This review is a first step in building an understanding of teacher well-being in low resource, crisis, and conflict-affected contexts and identifying the individual and contextual factors that may influence well-being. It presents a conceptual framework for teacher well-being informed by the existing literature and evidence on teacher well-being, as well as interviews with teachers working in displacement and low resource settings. It then describes the existing research and evidence-base on teacher well-being and gives recommendations for further research Finally, it concludes by presenting a Key Actions Matrix with programmatic and policy guidance for supporting teacher well-being aligned with the INEE minimum standards.