This article is built on a research project on pedagogical interventions with refugee students in emergencies that the authors conducted with teachers in Lebanon.
More specifically, based on stories of practice, the article aims to explore how teachers were in a position to exercise their role with Syrian refugee students in the Lebanese crisis context.
To do so, it gives a voice to four teachers, who agreed to describe situations they experienced in their work context in order to highlight their knowledge of practice in this context. The analysis of the stories allows for reflection on several elements, including the shared responsibility of different school actors, schools, and other organizations, with respect to the support they must give to teachers to ensure their wellbeing, resilience, and safety.
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