Access to education is directly connected to the general well-being, social-emotional learning (SEL), and mental health of adolescents. Many adolescent girls in Nepal, however, appear to be left out of this “virtuous” cycle, unable to find space in school to meaningfully develop a sense of relatedness, autonomy, and competency. More than 8 out of 10 adolescent girls who leave school report doing so because of the emotional strain of the sociocultural challenges that come from living at the intersection of poverty and gendered social norms (USAID, 2017). Female teachers have a critical role to play in gender-transformative SEL that could support adolescent girls navigating inequities in their communities, yet for years Nepali teachers have reported a lack of SEL skills and preparation needed to play this role for their students.