ABSTRACT:
Traumatic experiences exposed to teachers working in low-resource and violence-affected settings increase the risk for psychological distress. Nevertheless, existing research on teacher well-being is often decontextualised and mostly derived from high-resource settings with frameworks that may not easily transfer to marginalised contexts. This scoping review aims to map existing literature and identify key gaps and future research priorities on teacher well-being and flourishing in low-resource and violence-affected settings. Following the Arksey and O’Malley (2005) framework and using the PRISMA-ScR guidelines, we systematically searched relevant electronic databases and other important sources for information. The inclusion criteria included studies that focus on in-service teachers working in low-resource and/or violence-affected contexts. Quantitative, qualitative, and mixed-methods studies were all eligible for inclusion. The scoping review outcomes include positive and negative indicators of well-being and flourishing. Ultimately, this review positions teacher well-being, particularly in marginalised contexts, as a public health concern due to its significance for sustainable education and the general population mental health. This work contributes to broader discussions about public mental health, social determinants of health, and occupational well-being.