Based on interviews in November 2016 and January 2017 with over 40 people this report documents the occupation of schools for military purposes, such as for barracks or bases. Further, the report outlines how abuses by fighters in and around schools are threatening the safety of students and teachers, as well as children’s ability to learn.

Our first issue focuses on peace, conflict and education in Somali society, showcasing some of the on-going research that looks at both the Horn of Africa and the Somali diaspora internationally.

Anthropologist Marc Sommers has spent decades thinking and writing about youth in Africa, frequently while working as a consultant for government and NGO clients. In The Outcast Majority, Marc Sommers has written a career-summarizing book. The book details the vast gap between outcast youth in war-affected Africa and the international development enterprise.

Millions of adolescent girls are in need of humanitarian assistance. In emergencies, adolescent girls need tailored programming to increase their access to sexual and reproductive health services, including family planning, and to protect them from gender-based violence.

This case study accompanies the report The quantitative impact of armed conflict on education: counting the human and financial costs commissioned by Protecting Education in Insecurity and Conflict (PEIC), part of the Education Above All Foundation.

This study builds on PEIC’s goal of protecting and promoting education in situations of insecurity and conflict, including through its concrete support for the preparation and publication of Education under Attack 2010 (UNESCO) and Education under Attack 2014 (GCPEA).

This article reviews research on history education that addresses recent or ongoing conflict since 1990. History education is recognized as a key site for constructing identity, transmitting collective memory, and shaping “imagined communities,” which makes its revision or reform a complex and important part of education in emergencies work.

This study is a rigorous review of evidence found in the literature that shows which interventions promote educational access, quality of learning, and wellbeing among children who live in crisis-affected areas, and those in settings where a crisis has just ended.

This case study examines the role education can play and is playing in the conflict-induced humanitarian emergency in South Sudan.

This review examines existing literature on inequality and intrastate conflict, the role of educational inequality in conflict settings, and the linkages between theories of conflict and the role of schools in society, with a focus on inequalities between identity groups and subsequent intergroup violence.