Access to education is directly connected to the general well-being, social and emotional learning, 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. This policy brief presents findings from mixed-method research conducted in seven schools and two residential learning centers from three districts (Kathmandu, Lalitpur, and Kavrepalanchowk) of Bagmati province. It seeks to understand the socio-emotional needs of adolescent girls in Nepal, the role of female teachers in addressing those needs, and the support teachers themselves are (or are not) receiving to play this role. It also provides policy recommendations to aid female secondary school teachers in meeting their social-emotional needs in order to ensure their support for their adolescent girl students.