While teachers work is increasingly constrained by a focus on quantifiable measures and accountability, the persistent underachievement of students from disadvantaged backgrounds is an ongoing and unsolved problem. There is increasing expectation for schools to take responsibility for the social-emotional as well as intellectual capabilities of students. However there has been little exploration into the complexities of teaching in low socio-economic and vulnerable communities. In this paper, I explore the experiences, thoughts and perceptions of teachers who work with complex student cohorts in disadvantaged settings. My interest extends to the affective and relational dimensions of their work. Drawing from two research projects conducted in areas marked by poverty, the paper utilises segments of interviews to illustrate the deeply embodied and sensory and aspects of teachers' relational practice. In presenting their perspectives and experiences I tell the story of their complex work as well as what 'comes to matter' in schools and classrooms where trauma and adversity are ever-present.