A decade ago, girls' education sat at the centre of international development. It was difficult to attend a major education conference, donor meeting or global summit without hearing commitments to girls' learning. Governments competed to demonstrate leadership. New funding streams emerged. Large-scale programmes were launched. Champions spoke confidently about transforming the lives of millions of girls. Today, the mood is very different.

As we mark Disability Pride Month, we invited two researchers, Tejendra Pherali and Gray Rinehart, featured in the Special Issue to share insights from their evidence review on the most disadvantaged learners in conflict and crisis settings. In this conversation, we reflect together on what the evidence tells us about promising approaches, persistent challenges, and lessons learned for supporting education for three particularly marginalised groups in EiE: children with disabilities, language-minority children, and internally displaced children.

Climate education in Bangladesh is still treated as optional. It appears in policy documents. It is referenced in curriculum frameworks. But in practice, in the schools that need it most, it is rarely taught, rarely prioritised, and almost never embedded in how teachers are trained or supported. That gap is not a minor oversight. In a country facing a massive scale of climate disruption, it is a serious problem.

This article draws on documented cases and direct professional observation across Malawian secondary education to argue one thing: the international education in emergencies community has underinvested in the leadership layer closest to crisis. Headteachers in rural CDSSs are already doing the work. The question is how long that holds without support.

In conflict affected context, education is often one of the first public services to collapse and one of the hardest to rebuild. Drawing on research conducted for Masters thesis, this blog highlights the centrality of teachers, importance of community-based delivery models, and role of locally legitimate actors in ensuring continuity of education in conflict contexts.