In this editorial note, lead editors Maria Jose Bermeo and Diana Rodríguez-Gómez discuss the key themes and contributions offered in JEiE Volume 6, Number 1.

As daily lives and communities are upended by COVID-19, concern is mounting that children’s exposure to violence may increase. Children with a history of abuse may find themselves even more vulnerable, both at home and online, and may experience more frequent and severe acts of violence. This publication documents what has happened to such services across the world.

This data provides georeferenced data on conflicts with a minimum of 25 battle-related deaths as well as linked data that may be relevant for understanding the conflict. Data include conflict parties, events and casualties, and distinguishes between three types of violence (state-based, non-state, and one-sided violence). 

Docentes por la Paz is an empowering and innovative five-module professional development program for public school teachers in Honduras that increases their capacity to provide quality education in contexts of crisis and conflict, and fosters safe learning environments within the education system.

This qualitative research in South-Eastern Democratic Republic of Congo suggests that teachers link experienced violence to their role as state representatives. Thereby, the article sheds a critical light on approaches that frame teacher (re)deployment in conflict-affected contexts around normalcy and resilience.

This report is a follow-up of a report published earlier in February titled, “Every School has a Story to Tell: Teachers experience with elections in Zimbabwe”. Whilst the first report is largely given in summary form, recording the violations that teachers have experienced since 2000, this present report gives deeper understanding to the violations and puts them in a global perspective.

This brief report presents key points resulting from a half-day Workshop on Cross-sectoral Approaches to Mitigating Conflict and Fragility Using the Case of South Sudan, that was held in conjunction with the Working Group on Education and Fragility biannual meeting in Washington, DC on 21 March 2011.

This report builds on existing research in the field of school violence with a focus on its economic effects on victims, schools, communities and governments as well as the economy as a whole.