Recognising the ‘extended’ work of English teachers in a post-conflict context: Lessons from Tigray, Ethiopia

This project will explore the changing conditions of primary school English teachers’ work in Tigray, Ethiopia following the civil war (2020-2022) and ensuing humanitarian crisis. Hundreds of thousands of Tigrayan civilians died during the conflict, which was marked by sexual violence and other atrocities, and led to mass internal displacement, and the destruction of public services and infrastructure. The education system was devastated by the conflict: school buildings were destroyed or repurposed, and teachers’ salaries were suspended, forcing them to sell possessions and accrue debts. Following a ceasefire in 2022, schools in Tigray started to re-open in 2023, but with severely constrained capacities. Before the war, primary school enrolment in Tigray was over 90%, but is now less than half of that figure. The situation remains unstable, with high inflation, food insecurity, and the threat of further violent conflict. There is a high prevalence of Post-Traumatic Stress Disorder in the general population, and recent survey of teachers found that ‘Depression, anxiety, compassion fatigue, vicarious trauma, and burnout were alarmingly high’ (Zerihun et al., 2024, p15).

Research from Uganda, South Sudan and elsewhere highlights the ‘extended role’ which teachers often take on in post-conflict contexts, which can include providing counselling and other forms of psychosocial support (Falk et al., 2022). While this involves an additional burden, it can also be a source of positive emotions, particularly if teachers feel they have a meaningful role in rebuilding their communities and contributing to the safety and success of their students (ibid.). Teachers in Tigray are charged with providing an inclusive and equitable education for young people affected by the conflict at a time of great instability. English teachers occupy a distinctly challenging position. The nationwide adoption of English as the language of instruction for post-primary education means that young people’s English proficiency is decisive for their future educational opportunities and outcomes. The adequacy of support for young people’s English language learning, particular in marginalised, conflict-affected areas, may leave English teachers feeling ill-equipped to meet the needs of their communities.

Through collaborative work with English teachers in three communities, this project will develop practitioner-led understandings of English teachers’ practice, as a basis for improved professional support for teachers in post-conflict Tigray.