In the course of the COVID-19 crisis, teachers and students experienced a prolonged separation from vital social needs, such as social interaction, and therefore many of them felt a sense of loneliness. However, while some teachers may perceive school as a place that provides comfort and support, others may be suspicious of it and feel neglected. The paper suggests a theoretical systematic perspective on the teachers' sense of loneliness during the COVID-19 crisis and argues that understanding the nature of the teacher-school attachment can help us to identify support that is specifically tailored to the teacher.