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CHILDREN'S RIGHT TO EDUCATION IN INTERNATIONAL ARMED CONFLICTS:
GAZA-PALESTINE
Dr. Ghulam Mohammad Qanet
Assistant Professor, Public Law Department, Faculty of Law and Political Science, Herat
University.
https://doi.org/10.5281/zenodo.15050248
Abstract.
Children’s right to education is a fundamental human right enshrined in
international law, yet in conflict zones like Gaza, this right remains critically endangered. Armed
conflicts disproportionately affect children, leading to the destruction of schools, displacement of
students, and long-term disruptions to learning. Recent hostilities in Gaza have severely damaged
educational infrastructure, leaving hundreds of thousands of students without access to proper
schooling. Beyond the immediate loss of education, the psychological toll of war has left many
children traumatized, requiring urgent psychosocial support. The prolonged denial of education not
only hinders personal growth but also threatens Gaza’s economic and social stability, trapping
future generations in poverty and insecurity. The crisis is exacerbated by the ongoing blockade,
which has led to overcrowded classrooms, resource shortages, and insufficient funding for
rebuilding schools. Attacks on educational institutions violate International Humanitarian Law
(IHL) and fall under the jurisdiction of the International Criminal Court (ICC), which mandates the
protection of schools during armed conflict. However, despite these legal protections, Palestinian
children continue to face significant barriers to quality education. Addressing this crisis requires a
comprehensive approach, including a ceasefire to ensure safe learning environments, increased
international aid for school reconstruction, and stronger legal frameworks to protect education.
Investment in teacher training and psychosocial support is essential to mitigate the long-term
consequences of disrupted learning. The international community must act urgently to safeguard
Palestinian children's right to education, fostering resilience, hope, and a path toward a stable
future.
Keyword:
Armed Conflict, Gaza-Palestine, Mental Health Support, School Destruction,
Teacher Training in Crisis.
ПРАВО ДЕТЕЙ НА ОБРАЗОВАНИЕ В МЕЖДУНАРОДНЫХ ВООРУЖЕННЫХ
КОНФЛИКТАХ: ГАЗА-ПАЛЕСТИНА
Аннотация.
Право детей на образование является одним из основных прав
человека, закрепленных в международном праве, однако в зонах конфликта, таких как
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Газа, это право остается под угрозой. Вооруженные конфликты непропорционально
сильно затрагивают детей, что приводит к разрушению школ, перемещению учащихся и
долгосрочным сбоям в обучении. Недавние военные действия в Газе серьезно повредили
образовательную инфраструктуру, оставив сотни тысяч учащихся без доступа к
надлежащему образованию. Помимо немедленной потери образования, психологические
последствия войны оставили многих детей травмированными, требующими срочной
психосоциальной поддержки. Длительный отказ в образовании не только препятствует
личностному росту, но и угрожает экономической и социальной стабильности Газы,
загоняя будущие поколения в нищету и отсутствие безопасности. Кризис усугубляется
продолжающейся блокадой, которая привела к переполненным классам, нехватке ресурсов
и недостаточному финансированию восстановления школ. Нападения на учебные
заведения нарушают международное гуманитарное право (МГП) и подпадают под
юрисдикцию Международного уголовного суда (МУС), который предписывает защиту
школ во время вооруженного конфликта. Однако, несмотря на эти правовые гарантии,
палестинские дети продолжают сталкиваться со значительными препятствиями на
пути к качественному образованию. Для решения этого кризиса требуется комплексный
подход, включая прекращение огня для обеспечения безопасной среды обучения, увеличение
международной помощи на восстановление школ и более прочные правовые рамки для
защиты образования. Инвестиции в подготовку учителей и психосоциальную поддержку
имеют важное значение для смягчения долгосрочных последствий нарушенного обучения.
Международное сообщество должно действовать срочно, чтобы защитить право
палестинских детей на образование, способствуя устойчивости, надежде и пути к
стабильному будущему.
Ключевые слова:
вооруженный конфликт, сектор Газа-Палестина, поддержка
психического здоровья, разрушение школ, подготовка учителей в условиях кризиса.
1. Introduction
International conflicts disproportionately affect children, disrupting their education and
depriving them of a fundamental human right. Education is the cornerstone of a secure and
fulfilling future, yet in times of armed conflict, it is often one of the first casualties (O’Malley,
2011). International law explicitly recognizes children's right to education, as enshrined in the
Universal Declaration of Human Rights (UDHR), the United Nations Convention on the Rights of
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the Child (CRC), Fourth Geneva Convention, Additional Protocols and ICC. However, in Gaza,
Palestine, this right has been systematically violated due to ongoing hostilities, severely impacting
an entire generation. Recent escalations in violence have inflicted catastrophic damage on Gaza’s
education system. Over 87% of schools have been damaged or destroyed, forcing hundreds of
thousands of children out of classrooms. Beyond the immediate loss of learning, the psychological
impact of war is profound. Exposure to violence, displacement, and loss has left many children
suffering from severe trauma, necessitating extensive psychosocial support for both students and
teachers (Iriqat, 2025: 1-19;
ReliefWeb,
24 Jan 2024; Blog by Inger Ashing, 16 Apr 2024). The
denial of education does not just hinder academic progress it jeopardizes future opportunities,
economic development, and social stability. A generation deprived of education struggles to break
the cycle of poverty and contribute meaningfully to society, further entrenching long-term
economic and humanitarian crises
(
Asi, 2024: 24).
This crisis is further compounded by pre-existing challenges within Gaza’s education
sector. The blockade has led to severe overcrowding in schools, straining resources and reducing
the quality of education. Limited funding prevents the construction of new schools or the repair of
damaged ones, leaving the system in a perpetual state of crisis. Additionally, direct attacks on
schools violate IHL, which mandates the protection of educational institutions during armed
conflict (O’Malley, 2011). Addressing this crisis requires a multi-faceted approach. First and
foremost, a lasting ceasefire is essential to allow children to return to school safely. The upholding
of international law is critical to protecting schools from further destruction. Moreover, increased
international aid is necessary to rebuild Gaza’s education infrastructure and ensure Palestinian
children can exercise their fundamental right to learn. Investing in teacher training, educational
materials, and digital learning resources is also key to strengthening the education system and
making it more resilient to future disruptions (Giroux, 2024: 12-23).
The consequences of Gaza’s disrupted education system extend far beyond the classroom.
Investing in psychosocial support programs is crucial to fostering resilience and restoring hope
among students and educators. Rebuilding the education sector is not just about restoring physical
buildings it requires a comprehensive strategy that prioritizes mental health, teacher development,
and long-term sustainability
(
Asi, 2024: 24). The international community must take decisive
action, pressuring all parties to uphold their legal obligations and supporting initiatives that restore
education in Gaza.
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Only through collective efforts can we secure a future where Palestinian children have the
opportunity to reach their full potential, breaking the cycle of conflict and paving the way for peace
and development
(
Abusamra, 2024: 1137-1145).
Research Questions:
The ongoing international armed conflict in Gaza, Palestine, poses
a severe threat to the fundamental right to education for Palestinian children. This paper
investigates the following critical questions:
1-
How do ongoing hostilities in Gaza disrupt schooling, damage educational infrastructure,
and impact students and teachers?
2-
What are the psychological effects of conflict-related trauma and emotional distress on
children's ability to learn and develop in Gaza?
3-
How effective are international legal frameworks, including the UDHR, CRC, and Fourth
Geneva Convention, Additional Protocols and ICC in protecting the right to education in Gaza
during armed conflict?
4-
what ways do blockades, overcrowding, resource shortages, and school destruction affect
the quality and accessibility of education for children in Gaza?
Research Objectives:
1-
Examining how ongoing hostilities disrupt schooling, damage educational infrastructure,
and affect students and teachers.
2-
Investigating the trauma and emotional distress caused by conflict and its influence on
children's ability to learn and develop.
3-
Reviewing international laws, including the UDHR, CRC, and the Fourth Geneva
Convention, Additional Protocols and ICC, and their effectiveness in safeguarding education in
Gaza.
4-
Exploring the impact of blockades, overcrowding, resource shortages, and school
destruction on the quality and accessibility of education.
Importance of the Research
: This research is pivotal in highlighting the severe
consequences of armed conflict on children's right to education, particularly in Gaza, Palestine.
Armed conflict disrupts educational systems, damaging infrastructure and displacing
children from their classrooms, thereby denying them access to essential learning opportunities.
Education is crucial not only for personal development but also for the future of entire
societies.
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The loss of education in Gaza is devastating, with long-term effects on economic and social
stability. By exploring how the conflict in Gaza has deprived children of their fundamental right
to education, this research underscores the broader implications for their future and the region's
development.
Beyond the immediate effects of school closures and displacement, the research also
focuses on the psychological impact of war on children. Exposure to violence, trauma, and loss
severely affects their emotional and mental well-being, hindering their ability to learn and recover
from the shock. The lack of psychosocial support further exacerbates these challenges, making it
difficult for students and teachers alike to resume their educational activities. This research
highlights the critical need for comprehensive trauma-informed interventions that address both the
emotional and academic needs of children in conflict zones, ensuring that education becomes a
tool for recovery rather than a source of further distress.
Another key aspect of this research is its examination of international legal frameworks
that aim to protect children's education during times of conflict. The study evaluates the
effectiveness of existing laws, such as the UDHR
and
the CRC
,
and explores how international
legal instruments have been enforced in Gaza. By identifying gaps in legal protections and
accountability, the research offers recommendations for strengthening these frameworks to ensure
that children’s educational rights are better safeguarded during armed conflict. This focus on legal
protections is vital for promoting greater international awareness and support for children in
conflict zones.
Research Method:
This study adopts a doctrinal research methodology, which involves
an in-depth analysis of legal texts, frameworks, and relevant case laws to understand the violation
of children’s right to education in the context of armed conflict in Gaza. The doctrinal approach
will focus on the interpretation and application of international legal instruments, such as the CRC,
IHL, the Fourth Geneva Convention and ICC to assess how they protect the right to education in
conflict zones. Moreover, the study will analyze primary legal sources, including international
treaties, resolutions, and case law to explore how the right to education is protected under
international law during armed conflicts. This will include examining the obligations of states and
parties to the conflict under IHL. Furthermore, interpretation of Jurisprudence by examining key
case studies and decisions from international courts, the study will evaluate the judicial
interpretations of the right to education in armed conflicts, focusing on the Gaza context and its
specific challenges.
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2. The Right to Education International Humanitarian Law
The right to education during armed conflicts is a fundamental principle established under
the Fourth Geneva Convention (1949) and its Additional Protocols (1977). These legal instruments
emphasize the need to protect schools, students, and teachers from the effects of war. Article 50
of the Fourth Geneva Convention obligates occupying powers to facilitate (Focarelli, 2010: 125-
171; Martinez, 2021: 206) and support the functioning of educational institutions, while Article 52
of Additional Protocol I prohibits attacks on civilian objects, including schools, unless used for
military purposes. However, despite these clear legal obligations, conflicts like the one in Gaza-
Palestine reveal the ongoing failure to uphold these protections, leaving children deprived of their
fundamental right to education (Matheson, 2017: 233-245).
One of the most severe violations of the right to education in Gaza is the destruction of
schools and educational infrastructure due to military operations. Numerous reports from
organizations such as United Nations International Children's Emergency Fund (UNICEF) and
Human Rights Watch document instances where schools have been damaged or destroyed by
airstrikes and shelling. Such destruction directly contradicts IHL, which mandates the protection
of educational institutions during conflict. Additionally, when schools are used as shelters for
displaced civilians, they often become targets, further exacerbating the crisis. The widespread
damage to schools makes it nearly impossible for children to continue their education in safe and
stable environments (
Human Rights Watch.
3 August 2024;
Watchlist
Beyond physical destruction, access to education is further hindered by military blockades
and severe resource shortages. The long-standing blockade imposed on Gaza has significantly
restricted the entry of essential materials needed for education, such as books, computers, and even
basic school supplies (Buheji, 2024: 1-26; Abusamra, 2024: 10). According to Additional Protocol
I, Article 70, humanitarian relief must include supplies necessary for the survival and well-being
of civilians, including access to education. However, the blockade directly undermines this
provision by preventing schools from receiving the necessary resources to operate effectively.
Overcrowded classrooms, outdated learning materials, and inadequate facilities have
become the norm, severely impacting the quality of education in Gaza (Feith, 1985: 36-47.)
In addition to physical and logistical barriers, armed conflict inflicts long-term
psychological trauma on children, which affects their ability to learn and develop. Studies show
that children who grow up in war zones experience heightened levels of post-traumatic stress
disorder (PTSD), anxiety, and depression, leading to difficulties in concentration and learning.
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(
Al-Sheikh, 2017: 1-12). Article 4(3)(a) of Additional Protocol II stresses the importance of
continuing education even during non-international conflicts, yet psychological distress often
prevents children from fully engaging in their studies. The emotional scars left by war not only
impact academic performance but also contribute to higher dropout rates, limiting future
opportunities for an entire generation (Junod, 1983: 29; Smith, 2020: 14-25; Alsaid, 2019). The
targeting of teachers and educational personnel further disrupts the learning environment. Many
educators in Gaza have been injured, killed, or displaced due to ongoing violence, leading to a
shortage of qualified teachers. Additionally, some schools are forced to close due to safety
concerns, further depriving children of their education. IHL recognizes teachers as civilians who
must be protected during armed conflicts, yet repeated violations continue to place their lives at
risk. Without teachers, even the schools that remain standing struggle to function, worsening the
already dire educational crisis(Smith, 2020: 14-25; O’Malley, 2011).
Another critical issue is the militarization of schools, where armed groups or military forces
use school buildings for military purposes. This practice not only places students and teachers in
immediate danger but also violates Article 52 of Additional Protocol I, which mandates the
protection of civilian infrastructure. When schools become military targets, children are either
forced to study in unsafe conditions or are completely denied access to education. This further
demonstrates the failure to uphold international legal protections designed to safeguard education in
conflict zones (Haines, 2021: 21-43; Rogers, 2024: 97-124). The weak enforcement of international
legal frameworks further exacerbates the crisis. While the Fourth Geneva Convention and Additional
Protocols provide clear guidelines for protecting education during war, enforcement remains highly
inconsistent. International bodies such as the United Nations (UN) and the ICC have mechanisms to
investigate violations, yet political complexities often prevent effective action. Countries and groups
responsible for attacking schools or restricting education often face little to no accountability,
allowing such violations to continue unchecked. This lack of enforcement undermines the very
purpose of IHL (Pedrazzi, 2024; Kihara-Hunt, 2025: 165-188).
Moreover, international humanitarian organizations struggle to provide effective assistance
due to restrictions imposed by conflict parties. Organizations like UNICEF, United Nations
Educational, Scientific and Cultural Organization (UNESCO), and the International Committee of
the Red Cross (ICRC) have consistently advocated for the protection of education in Gaza, yet
their efforts are frequently obstructed by security concerns and access limitations (Milton,
2023:1024-1042; Kamel, 2006).
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Article 70 of Additional Protocol I calls for the free passage of humanitarian relief, but
when such assistance is blocked or restricted, children continue to suffer. Without stronger global
intervention and diplomatic efforts, the situation is unlikely to improve (Liebenberg, 2020: 48-84;
Griffey, 2011: 275-327). Despite these challenges, there have been efforts to strengthen
protections for education during armed conflicts. Initiatives such as the Safe Schools Declaration,
supported by the UN, aim to prevent the military use of schools and ensure that students can learn
in safe environments. Some legal cases have also been brought against perpetrators of attacks on
schools, but these remain limited in scope. Greater international commitment is needed to enforce
existing laws, hold violators accountable, and prioritize education in humanitarian aid programs.
Without urgent action, the right to education in conflict zones like Gaza will remain an
unfulfilled promise (
Human Rights Watch.
3 August 2024; Nijim, 2020; Aldabbour, 2024: 696).
The Fourth Geneva Convention and Additional Protocols provide a strong legal framework
for protecting education during war, their implementation remains weak. The destruction of
schools, psychological trauma, lack of resources, militarization of educational spaces, and weak
legal enforcement have all contributed to a severe educational crisis in Gaza (Παρασκευοπούλου,
2023: 24-33). If the international community fails to take concrete steps to uphold these legal
protections, generations of children in conflict-affected areas will be deprived of their fundamental
right to education. Strengthening legal accountability, increasing humanitarian aid, and ensuring
the protection of schools and educators must be prioritized to bridge the gap between law and
reality (Barakat, 2025:1-21).
3. Right to Education in Palestinian Legal Framework
The Palestinian legal framework incorporates the right to education, offering a strong
foundation for its protection. Here is a breakdown of key aspects such as the Palestinian Basic
Law, adopted in 2002, serves as a foundational document outlining fundamental rights and
principles (Milhem, 2010: 263-286). Article 19 enshrines the right to education, stating:
"Education is a right guaranteed by the law. It is compulsory and free in its basic stages." This
aligns with international legal principles established in the UDHR. Promulgated in 2004, this law
specifically protects the rights of children, including their right to education (Khalil, 2009:169-
184). Articles 37, 38, 39, and 41 address this right. Article 37 Guarantees free and compulsory
basic education for all children. Article 37 tackles two key ideas regarding a child's education.
Free Education, this means the government ensures children can access basic education without
having to pay tuition or fees that might create a financial barrier.
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This could include things like textbooks, uniforms, or other necessary school supplies.
Compulsory Education, this makes attending school mandatory for all children within a certain
age range. This ensures that every child receives a foundational education, regardless of their
family's background or situation. In simpler terms, Article 37 says that all children deserve a basic
education, and the government has a responsibility to make sure they get it for free and don't skip
out. Article 38 Mandates the state to take necessary measures to prevent withdrawal of children
from schools. This article emphasizes the importance of education by requiring the government to
take steps to keep children in school. The idea is to prevent situations where children are taken out
of school before completing their education. This could happen for a variety of reasons, such as
child labor or pressure to help support the family financially. Article 39 Promotes the elimination
of various forms of discrimination against children in accessing education. Article 39 focuses on
creating a level playing field for education. It recognizes that children can face discrimination
based on various factors, and this should not prevent them from getting an education (
Palestinian
Basic Law
, adopted in 2002).
Here is a breakdown of what this article means elimination of Discrimination; this article
aims to remove any practices or situations that disadvantage certain groups of children when trying
to access education. Various Forms; Discrimination can come in many forms. It could be based on
a child's gender, race, ethnicity, religion, disability, socioeconomic background, or even their
family situation (like being orphans or refugees). Accessing Education: This refers to the entire
process of getting an education. It encompasses being admitted to school, having equal
opportunities to participate and learn within the classroom, and not facing obstacles that prevent
them from completing their education (Ainscow, 2020: 7-16). Basically, Article 39 says that all
children, regardless of their background, deserve a shot at getting an education, and there shouldn't
be any biases or unfair practices that hold them back. Article 41 Supports children's participation
in decision-making processes regarding their education. Article 41 flips the script on traditional
education by recognizing children's agency in their own learning. Here is a breakdown of what it
means: Supports Children's Participation; This article encourages schools and educational systems
to create opportunities for children to have their voices heard and considered when making
decisions about their education. Decision-Making Processes: This refers to the different ways
choices are made about what and how children learn. It could involve things like choosing topics
or activities for class projects; Providing input on classroom rules or routines; Having a say in the
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teaching methods used; Offering feedback on the learning environment (
Palestinian Basic Law
,
adopted in 2002; Killian, 2022: 15188).
Why is this important? Research suggests that when children have a say in their education,
they become more engaged and invested in their learning. They take more ownership of their
education and are more likely to see it as relevant to their lives. This article does not mean children
get to make all the decisions. There will always be limitations based on age, maturity, and the
expertise of teachers. The emphasis is on creating age-appropriate ways for children to contribute
their ideas and perspectives. These provisions demonstrate a clear commitment to ensuring all
Palestinian children have access to a quality education (MacKenzie, 2020: 805-832). While the
legal framework provides a solid basis, there are limitations and ongoing challenges such as
Resource Constraints, the Israeli occupation and blockade on Gaza restrict resources needed for
building new schools, repairing existing ones, and providing adequate educational materials.
Overcrowding: Limited resources coupled with population growth led to overcrowded
classrooms, hindering the quality of education. Effective implementation of the legal framework
remains a challenge. Palestine is not yet a full member state of the UN but has acceded to various
international human rights treaties, including the CRC. This creates an obligation to uphold the
right to education as outlined in the CRC. The Palestinian legal framework offers a strong basis
for protecting the right to education. However, addressing resource limitations, promoting
effective implementation, and holding parties accountable for violations are crucial steps towards
fully realizing this right for all Palestinian children (Danil, 2023: 39-51; Shalhout, 2023).
Moreover, The Palestinian legal framework provides a strong foundation for protecting the
right to education through its Basic Law and Palestinian Child Law. These laws emphasize
education as a fundamental right, ensuring that it is free, compulsory, and non-discriminatory. The
Basic Law (Article 19) aligns with international standards, such as the UDHR, by guaranteeing
free and compulsory basic education. Similarly, the Palestinian Child Law (Articles 37-41)
reinforces this right by addressing critical issues such as accessibility, non-discrimination,
prevention of school dropout, and children's participation in educational decision-making.
(Viterbo, (2012). These legal provisions highlight a strong commitment to upholding children's
educational rights despite ongoing challenges in the region. However, significant obstacles hinder
the full implementation of these laws, particularly in Gaza, where the Israeli occupation, military
operations, and blockade have severely impacted the education system. Resource constraints limit
the construction of new schools, the repair of damaged facilities, and the availability of essential
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educational materials (Kovner, 2018: 616-639). The blockade also restricts the entry of books,
computers, and other learning resources, further weakening the quality of education. Overcrowded
classrooms, caused by a growing population and insufficient infrastructure, make it difficult for
teachers to provide individualized attention to students. These challenges undermine the
effectiveness of the legal guarantees, making it difficult to fully realize the right to education
(Shalhoub-Kevorkian, 2014: 1-24).
Beyond infrastructure and resources, the conflict itself has direct psychological and social
effects on children's education. Many children in Gaza suffer from trauma, anxiety, and depression
due to continuous violence, displacement, and loss of family members. While the legal framework
seeks to ensure education for all, psychological distress can lead to high dropout rates, reduced
academic performance, and long-term emotional struggles (Habashi, 2015:122-131). Article 41 of
the Palestinian Child Law, which encourages children's participation in educational decisions, is
particularly relevant in this context, as empowering children in their learning process can help
them regain a sense of control over their futures. However, without mental health support and
trauma-informed teaching methods, children in conflict zones may continue to struggle with their
education. Additionally, Palestine’s international obligations further emphasize the right to
education, but enforcement remains a challenge. Although Palestine is not a full member of the
United Nations, it has acceded to key international human rights treaties, such as the CRC. These
commitments place a legal and moral obligation on the Palestinian authorities to uphold and
improve the education system despite external challenges. However, enforcement mechanisms
remain weak, particularly in conflict-affected areas where international law is frequently violated.
The absence of strong accountability measures allows continued disruptions to education
without sufficient consequences for those responsible (Mahamid, 2023: 412). The Palestinian legal
framework provides a comprehensive foundation for ensuring children's right to education, with
strong provisions in the Basic Law and Palestinian Child Law. However, the Israeli occupation,
blockades, resource shortages, and psychological trauma pose major obstacles to its
implementation. Addressing these issues requires increased international support, stronger legal
enforcement, and improved infrastructure to make education accessible and effective for all
Palestinian children. Moving forward, enhancing accountability, ensuring stable funding, and
integrating trauma-informed education are critical steps toward fulfilling the promise of education
as a fundamental right (Khoury-Kassabri, 2006:1060-1073).
4. Impact of Armed Conflict on Education in Gaza
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Armed conflict has severely impacted the education system in Gaza, creating numerous
obstacles for students, teachers, and educational institutions. Schools, once places of learning and
hope, have become targets of violence, destruction, and instability. The frequent airstrikes and
military operations have damaged or destroyed hundreds of schools, leaving students without safe
spaces to learn (Barakat, 2025: 1-21). In many cases, school buildings have been repurposed as
shelters for displaced families, further reducing the availability of classrooms. The lack of safe
learning environments forces many children to abandon their education, either temporarily or
permanently, leading to a significant increase in dropout rates. Without access to quality education,
an entire generation in Gaza is at risk of being deprived of the knowledge and skills needed for
their future. The psychological impact of war on students is another major consequence of armed
conflict.
(
Nijim, 2020). Many children in Gaza have experienced severe trauma due to bombings,
destruction, and the loss of family members or classmates. The constant fear of attacks creates
anxiety, depression, and PTSD among students, making it difficult for them to concentrate and
engage in learning. Teachers also struggle to support traumatized students, as they themselves are
living under constant stress and insecurity (Aldabbour, 2024: 696; Abudayya, 2023: 200-305;
Amro, 2024: 68). Without proper mental health support and trauma-informed education, students
find it challenging to return to a normal academic routine, leading to reduced academic
performance, lack of motivation, and increased school dropouts (Holail, 2024: 304).
The destruction of educational infrastructure has further deepened the crisis. Many schools
in Gaza operate under poor conditions, with overcrowded classrooms, lack of basic resources, and
damaged facilities. The blockade imposed on Gaza restricts the import of essential materials
needed for rebuilding schools, repairing classrooms, and providing students with necessary
learning tools (Abudayya, 2023: 200-305; Amro, 2024 68). Many schools lack electricity, clean
water, sanitation, and technological resources, which negatively affects the quality of education.
Without functioning libraries, laboratories, and digital learning tools, students are unable to receive
a well-rounded education. The continued deterioration of educational infrastructure further
discourages students from attending school and limits their learning opportunities
(
Abuawad,
2024). Teachers and educators in Gaza also face immense challenges due to armed conflict. Many
educators work under unsafe and unstable conditions, struggling with low salaries, limited
professional development opportunities, and the constant threat of violence. Some teachers have
been injured or killed during attacks, while others have been forced to flee their homes, disrupting
the education system
(
Nijim, 2020: 1123-1134).
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The shortage of qualified teachers, combined with inadequate training and lack of
educational resources, negatively affects students' learning outcomes. Additionally, teachers must
deal with large class sizes and overcrowded schools, making it difficult to provide individualized
attention to students. The ongoing instability creates a demotivated and overburdened teaching
workforce, ultimately impacting the quality of education
(
Hauser, 2024).
The blockade and movement restrictions imposed on Gaza further limit access to quality
education. Students and teachers face difficulties traveling abroad or even within Palestine to
access higher education, training programs, and academic exchanges. Many universities in Gaza
struggle with outdated curricula, limited research opportunities, and inadequate facilities,
preventing students from receiving a globally competitive education
(
Abuawad, 2024). The
blockade also restricts the entry of scholarly materials, laboratory equipment, and technology,
hindering the ability of higher education institutions to provide advanced learning opportunities.
These limitations reduce the prospects for Palestinian students to pursue careers in science,
technology, medicine, and other critical fields, affecting the long-term development of the region
(
Hamad, 2017). Another consequence of armed conflict is the increase in child labor and early
marriages due to economic hardships. Many families in Gaza struggle with poverty,
unemployment, and loss of income, making it difficult for them to afford school expenses. As a
result, some children are forced to drop out of school and work to support their families, engaging
in low-paying and sometimes hazardous jobs. Others, particularly girls, may be pressured into
early marriages, further limiting their access to education. The long-term effects of this trend are
devastating, as it reduces literacy rates, widens gender disparities, and perpetuates cycles of
poverty and dependency. Without economic support programs and policies to keep children in
school, these negative effects will continue to worsen (Habashi, 2015:122-131).
IHL, including the Fourth Geneva Convention and the CRC, prohibits attacks on schools
and mandates the protection of children’s right to education during armed conflict. However, in
Gaza, these legal protections are frequently violated, and perpetrators of attacks on educational
institutions often go unpunished (Abudayya, 2023: 200-305; Amro, 2024 68). The lack of
accountability for violations of education rights in conflict zones allows such attacks to continue
without consequences. The ICC and other legal bodies must take stronger action to investigate and
prosecute those responsible for destroying educational institutions and denying Palestinian
children their fundamental right to learn. Strengthening legal accountability mechanisms is crucial
to ensuring the protection of education in Gaza.
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Despite the immense challenges, resilience and determination among Palestinian students
and educators remain strong. Many students continue to pursue education despite difficult
conditions, lack of resources, and psychological trauma.
Teachers and school administrators work tirelessly to create safe learning environments
and provide emotional support for students. Local and international organizations also play a role
in offering scholarships, rebuilding schools, and providing educational materials to keep learning
opportunities alive. These efforts, though limited by external constraints, demonstrate the
unwavering commitment to education as a tool for empowerment and resistance (Abu Hamad,
2021: 40).
To address the impact of armed conflict on education in Gaza, urgent international
intervention and long-term solutions are necessary. Humanitarian organizations, governments, and
international bodies must work together to protect schools, provide emergency education support,
rebuild infrastructure, and ensure access to mental health services (Iriqat, 2025: 1-19).
Additionally, lifting restrictions on educational resources, increasing funding for teacher
training, and expanding digital learning opportunities are essential steps toward improving
education in Gaza. Without these efforts, an entire generation risks losing access to education,
further deepening the cycle of poverty and instability in the region. Investing in education is not
only a humanitarian necessity but also a crucial step toward long-term peace and development in
Palestine (Cervantes-Duarte, 2016: 238-261).
5. Challenges to Accessing Quality Education in Gaza
The education system in Gaza faces immense challenges, preventing many children from
receiving quality education. Decades of conflict, political instability, economic hardship, and
infrastructural destruction have severely impacted schools, teachers, and students. While education
is a fundamental right under both Palestinian and international law, the reality on the ground
presents significant obstacles to ensuring safe, accessible, and effective learning environments
(Hamad, 2017; 3-14). Understanding these challenges is crucial for addressing the deep-rooted
issues affecting Gaza’s education system. One of the biggest barriers to education in Gaza is the
frequent destruction of schools and educational infrastructure due to military operations. Airstrikes
and shelling have repeatedly damaged or destroyed schools, forcing thousands of students into
overcrowded and unsafe learning spaces (The Education Cluster, 2023; Hamad, 2017; 3-20).
According to UNESCO and UNICEF reports, many schools operate on double or triple
shifts to accommodate displaced students, which reduces instructional time and affects the overall
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quality of education. The destruction of schools not only disrupts learning but also leaves children
with a sense of insecurity, making it difficult for them to concentrate and thrive academically (
The
Inter-Agency Network for Education in Emergencies (INEE),
Oct. 12, 2023; Hamad, 2017; 3-12).
In addition to physical damage, Gaza’s blockade has led to severe resource shortages,
affecting the availability of books, technology, school supplies, and even basic utilities like
electricity and clean water in schools. The restrictions on imports have made it nearly impossible
to renovate damaged schools or build new ones to meet the growing demand for education. As a
result, classrooms are often overcrowded, with some schools holding up to 50 or 60 students per
class (Shraim, 2018; 309-332). Overcrowding makes it difficult for teachers to provide
individualized attention, significantly lowering the quality of instruction. The psychological
impact of conflict also presents a major barrier to effective learning. Many children in Gaza have
experienced trauma, displacement, and loss of family members, leading to high levels of anxiety,
depression, and PTSD (Dawas, 2017: 555-572). The constant exposure to violence affects their
ability to concentrate, retain information, and participate actively in school. While some schools
have implemented psychosocial support programs, the demand for mental health services far
exceeds available resources, leaving many children without adequate emotional support (Abu
Hamad, 2021: 40).
Another critical challenge is the shortage of qualified teachers due to economic hardship
and restrictions on movement. Many teachers are underpaid or have left Gaza in search of better
opportunities, creating a significant gap in the education sector. The blockade has also limited
teacher training programs, preventing educators from acquiring modern teaching methods and
skills necessary for effective instruction. Without adequate professional development, many
teachers struggle to provide quality education, further impacting students' academic performance
(Shinn, 2012: 608-633). The economic crisis in Gaza has also forced many children to drop out of
school to help support their families. High unemployment rates and widespread poverty mean that
education is often deprioritized in favor of child labor or other means of survival (Hassoun,
2025:124433). Although Palestinian law mandates free and compulsory education, many families
cannot afford transportation, school supplies, or uniforms, making it difficult for children to stay
in school. This economic pressure particularly affects girls, who are more likely to be kept at home
due to financial difficulties or cultural expectations (Rabaia, 2024: 46-72).
Girls in Gaza face additional challenges in accessing education due to gender-based
discrimination and social norms.
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While many girls attend school, some face pressure to leave early for marriage or household
responsibilities. In conflict situations, girls are also more vulnerable to violence and harassment,
which discourages families from sending them to school (Shraim, 2010:159-173). The lack of safe
transportation and gender-sensitive policies further limits educational opportunities for girls,
reinforcing cycles of inequality and marginalization. The political divide between the Palestinian
Authority in the West Bank and Hamas in Gaza has also affected the education system.
Disagreements over funding, curriculum, and governance have led to instability in school
management and teacher salaries (Bsharat, 2024: 1133-1143). The political situation has also
influenced the content of education, with concerns about the politicization of school curricula.
A lack of consistent policies and funding has left the education sector fragmented, further
weakening its ability to provide quality learning opportunities for children (Iriqat, 2025;1-19).
Despite these challenges, international organizations and local initiatives continue to work
toward improving education in Gaza. Efforts to build temporary learning spaces, provide
emergency education materials, and offer online learning opportunities have helped mitigate some
of the barriers to education. However, these initiatives remain limited in scale due to funding
shortages and restricted access to humanitarian aid. Sustainable, long-term solutions require
political stability, increased funding, and international intervention to ensure that education
remains a priority. In conclusion, the education system in Gaza is severely strained by conflict,
economic hardship, overcrowding, psychological trauma, and resource shortages (Hussein, 2024:
23-36). While legal frameworks guarantee the right to education, the realities of war and political
instability make it difficult to uphold this right. Addressing these challenges requires a
comprehensive approach that includes investments in infrastructure, mental health support, teacher
training, and economic relief for struggling families. Without urgent action, generations of
children in Gaza will continue to be deprived of their fundamental right to quality education,
deepening existing cycles of poverty and instability (Hamad, 2017; 3-14; Hansen, 2019: 1-23).
Furthermore, The ICC plays a crucial role in addressing violations of IHL, including
attacks on education in conflict zones like Gaza. Despite legal frameworks such as the Rome
Statute, which criminalizes the targeting of civilian infrastructure, including schools, enforcement
remains a significant challenge. Many incidents, including the bombing of schools, the killing of
students and teachers, and the destruction of educational facilities, have been documented, yet
accountability is often limited (Milton, 2023:1024-1042). The lack of consistent investigations and
prosecutions under the ICC weakens the deterrent effect of international law, leaving Gaza’s
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education sector vulnerable to continued attacks. Furthermore, political obstacles such as
Palestine’s non-full member status at the United Nations and geopolitical tensions complicate
efforts to seek justice for violations of children's right to education (Imperiale, 2021: 22-38;
Duthel, 2024: 44-47).
Another challenge is the limited enforcement capacity of the ICC in conflict zones. Even
when cases are opened, investigating war crimes and holding perpetrators accountable is a slow
and complex process. In Gaza, the ongoing blockade, restricted access for international
investigators, and geopolitical pressures make it difficult to gather evidence and prosecute
violations effectively. Additionally, states that are not ICC members may refuse to cooperate,
further obstructing legal proceedings (Kihara-Hunt, 2025: 165-188). As a result, many crimes
against education go unpunished, creating a cycle of impunity where attacks on schools continue
without legal consequences. Strengthening international cooperation, advocacy for stronger
enforcement mechanisms, and diplomatic efforts is crucial to ensuring that education in Gaza is
better protected under international law (Jebril, 2024: 112-124).
6. Conclusion
The right to education is a fundamental human right, enshrined in international law and
protected by treaties such as the UDHR, the CRC, and the Fourth Geneva Convention. However,
in conflict zones such as Gaza-Palestine, this right is severely undermined by ongoing violence,
political instability, and economic hardship. The impact of international armed conflict on Gaza’s
education system is devastating, affecting schools, teachers, students, and families. While legal
frameworks exist to protect children’s right to education, their implementation and enforcement
remain weak, allowing systematic violations to continue. One of the biggest challenges facing
education in Gaza is the destruction of educational infrastructure due to repeated military attacks.
Schools have been bombed, shelled, and repurposed as shelters, making it difficult for
children to have safe and stable learning environments. Even when schools remain operational,
the lack of resources, overcrowding, and limited access to essential supplies such as books,
electricity, and the internet significantly reduces the quality of education. The blockade imposed
on Gaza further exacerbates these issues, restricting the flow of humanitarian aid, reconstruction
materials, and educational resources needed to restore and improve schools. Beyond physical
destruction, the psychological impact of war on children presents another major barrier to
education. Many children in Gaza suffer from PTSD, anxiety, and depression due to constant
exposure to violence, loss of family members, and displacement.
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This emotional distress affects their ability to concentrate, retain information, and engage
in learning. The absence of mental health support systems in schools means that these children do
not receive the help they need to cope with their trauma, leading to higher dropout rates and lower
academic performance. Education, which should serve as a path to stability and hope, instead
becomes an additional struggle for children who are already facing immense hardship.
The economic crisis in Gaza further limits access to education, as many families struggle
to meet their basic needs. Widespread poverty and high unemployment rates force many children
especially boys into child labor, while girls are often kept at home due to financial constraints or
traditional gender roles. Although Palestinian laws mandate free and compulsory education, many
families cannot afford transportation, school supplies, or uniforms, making it difficult for children
to attend school regularly. The economic strain on households, combined with the uncertainty of
the future, often leads families to prioritize immediate survival over long-term education,
depriving children of opportunities for a better future. Moreover, the political divide between
Hamas in Gaza and the Palestinian Authority in the West Bank further weakens the education
system. Disputes over funding, teacher salaries, and curriculum development have led to instability
in school governance, affecting both public and private education. The politicization of education,
where school materials and teaching methods are sometimes influenced by political agendas,
further complicates efforts to provide neutral, high-quality education. The lack of consistent
policies and investment in education leaves Gaza’s children vulnerable to an uncertain academic
future, limiting their potential to contribute to rebuilding their society.
Despite these immense challenges, efforts are being made to protect and improve education
in Gaza. Local and international organizations work to rebuild schools, provide emergency
educational resources, and create online learning opportunities. These initiatives help mitigate
some of the educational setbacks caused by conflict, but they remain insufficient due to funding
shortages, logistical challenges, and restrictions on aid delivery. Sustainable improvements require
long-term commitments from the international community, including humanitarian assistance,
diplomatic intervention, and legal accountability for violations of children's educational rights.
The role of the international community is crucial in ensuring that the right to education is
upheld in Gaza. Governments, human rights organizations, and educational institutions must work
together to pressure for an end to attacks on schools, increase humanitarian aid, and implement
policies that protect children’s learning environments.
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Additionally, holding those responsible for violating international laws accountable is
essential for preventing further harm to Gaza’s education system. The Fourth Geneva Convention
and CRC explicitly prohibit attacks on educational institutions and demand the protection of
children in conflict zones. However, without strong enforcement mechanisms, these legal
protections remain largely symbolic.
Addressing the educational crisis in Gaza requires a multifaceted approach that goes
beyond emergency responses. Investing in mental health support for students, improving teacher
training, rebuilding infrastructure, and ensuring access to modern educational resources are all
necessary steps to create a more resilient education system. Moreover, long-term political solutions
are essential to ending the cycle of violence and instability that continues to disrupt education in
Gaza. Without addressing the root causes of conflict and occupation, educational initiatives will
remain temporary solutions to a deeper, systemic crisis. Ultimately, education is more than just a
basic right—it is a key to resilience, empowerment, and a better future. For children in Gaza,
access to education represents their only hope for breaking free from the cycle of poverty and
conflict. By ensuring that schools remain safe, resources are available, and teachers are supported,
we can help restore a sense of normalcy and stability for children living under the shadow of war.
The international community must act decisively to protect the right to education in Gaza, ensuring
that every child has the opportunity to learn, grow, and contribute to a peaceful future. Only
through collective action and a commitment to justice can we ensure that the promise of education
is not lost for the children of Gaza.
7. Suggestions
1.
Enhance Legal Enforcement – To ensure the protection of children’s right to education in
conflict zones, it is vital to strengthen the enforcement of international laws that safeguard
education. Legal frameworks such as the CRC and the Fourth Geneva Convention must be more
rigorously applied. Additionally, holding accountable those who violate these laws, including
states and non-state actors, can act as a deterrent to further violations. Supporting mechanisms that
ensure these laws are not just theoretical but are actively implemented, alongside robust
monitoring and reporting systems, will help create an environment where educational institutions
and the right to education are better protected even during times of armed conflict.
2.
Protect Schools from Attacks – It is crucial to advocate for schools to be officially
recognized as safe zones under IHL. This includes pushing for the widespread adoption of the Safe
Schools Declaration, which commits countries to protect education during armed conflict.
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Encouraging parties involved in conflict to refrain from attacking educational institutions, using
schools for military purposes, or engaging in any activities that jeopardize students' safety can
greatly reduce disruptions to learning. This protection not only provides physical safety for
students and teachers but also ensures that education systems can resume functioning as quickly
as possible after conflict.
3.
Increase International Funding – Securing more international financial support is essential
to rebuilding the infrastructure of educational systems devastated by conflict. Governments,
international organizations, and private donors must invest in rebuilding schools, providing
teachers' salaries, and supplying educational resources such as books, technology, and other
learning materials. Increased financial support will allow countries affected by conflict, such as
Gaza, to restore educational facilities and improve their quality, ensuring that education can
continue even in the aftermath of war.
4.
Strengthen Teacher Training – Teachers are on the frontlines of education, especially in
conflict zones. They not only need to impart academic knowledge but also serve as emotional
anchors for children who have experienced trauma. It is essential to provide ongoing professional
development that helps educators incorporate trauma-informed teaching strategies and develop
skills in crisis management. Teachers should be equipped to deal with the emotional and
psychological needs of their students while continuing to provide a quality education. Offering
psychosocial support training, workshops on handling classroom disruptions, and conflict-
sensitive pedagogy will enhance the ability of teachers to effectively manage classrooms during
and after conflicts.
5.
Improve Educational Access for Vulnerable Groups – Ensuring that children from
marginalized communities, such as refugees, internally displaced children, and girls, have equal
access to education is critical in Gaza. These groups often face additional barriers to education,
including cultural discrimination, gender-based violence, and economic hardship. Special efforts
should be made to provide safe, inclusive learning environments that address the unique needs of
these groups. This includes providing targeted scholarships, building safe spaces for girls, and
offering tailored educational programs for refugee children to prevent them from falling through
the cracks.
6.
Address Economic Barriers to Education – Many children in Gaza are unable to attend
school due to the high economic costs of education, such as tuition fees, uniforms, school supplies,
and transportation. To address these barriers, governments and humanitarian organizations should
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provide financial assistance, including school fee waivers, free school meals, and subsidized
transportation. These measures would reduce the financial burden on families and help ensure that
more children stay in school. Additionally, providing cash transfers to vulnerable families can help
cover basic educational costs and incentivize the continuation of studies.
7.
Develop Long-Term Educational Policies – While emergency measures are essential
during times of conflict, long-term educational policies are necessary to build resilience and
sustainability in Gaza's education system. This includes creating policies that focus on the
reconstruction of schools, curriculum development, and teacher retention after conflicts. It also
involves investing in educational infrastructure to ensure that schools are built to withstand future
conflicts. Policies should include long-term planning for inclusive education, economic support
mechanisms, and community-based approaches to ensure that education systems can recover and
thrive after the immediate impacts of conflict. Furthermore, creating post-conflict educational
recovery plans will help address gaps in education and ensure that children do not lose years of
schooling due to disruptions caused by conflict.
These recommendations offer a comprehensive approach to addressing the chronic
challenges that children face in Gaza, and other conflict-affected regions, in terms of accessing
quality education. Through targeted interventions, financial investment, and coordinated
international efforts, it is possible to mitigate the effects of armed conflict on education and work
toward a more peaceful, resilient, and sustainable future for children in Gaza.
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