Ashleigh Sable’s research focuses on how teachers in refugee and conflict-sensitive contexts foster social-emotional development through play-based learning. An advocate for teacher well-being, she is particularly interested in teachers' experiences in emergency (EiE) contexts. Her scholarly interests center play-based pedagogy, critical and sociocultural theory, and the decolonization of humanitarian aid. She utilizes mixed-methods approaches to capture the complex realities of classrooms in crisis settings.