This policy brief examines occupational stress and well-being among refugee-background and national teachers working with refugee learners in Kakuma Refugee Camp, Kenya. It investigates the structural, workplace, and psychological factors shaping teachers’ stress, resilience, and capacity to support learning in a protracted crisis context. Guided by Self-Determination Theory, the study used a mixed-methods approach involving 256 teachers from 28 primary and 10 secondary schools, complemented by in-depth interviews with 26 education stakeholders. Findings identify inadequate teaching and learning resources, low compensation and incentives, heavy workloads, limited administrative support, difficult living conditions, and strained workplace relationships as major sources of occupational stress. Teachers also reported notable depressive and anxiety symptoms. At the same time, relatively high levels of autonomy and self-efficacy emerged as important psychological resources that can strengthen resilience and protect against stress and burnout. The study highlights the importance of social belonging, professional recognition, supportive leadership, and equitable working conditions in promoting teacher well-being. It recommends harmonizing employment conditions and incentives for refugee-background and national teachers; integrating psychosocial support and trauma-informed pedagogy into professional development; strengthening school-based peer and well-being systems; expanding targeted training for unqualified refugee-background teachers; and improving short-term welfare support. Overall, the brief calls for sustainable, equitable, and context-responsive policies to strengthen teacher well-being and educational quality in refugee and crisis-affected settings.