HIV and AIDS threaten to erode the wellbeing of teachers who are faced with an increasing number of children rendered vulnerable by the pandemic. This article explores the usefulness of a supportive group intervention, Resilient Educators (REds), in supporting Lesotho teachers to respond to the HIV and AIDS-related challenges. A time-series pre- and post-intervention design was used to evaluate the programme. The findings indicate that the intervention led to an increase in the sense of agency of participating teachers both on a personal and community level. The findings have international significance for teachers working in similar contexts characterised by extreme adversity. (Contains 5 figures and 2 tables.)