In this article, Silvia Diazgranados Ferráns, Bernard Thuo, and Ignacio López address a gap in the evidence on education interventions in settings of conflict and protracted crisis. Using meta-analysis, they synthesize the findings from 20 impact evaluations across seven intervention types to identify which approaches are most effective, for which social and emotional learning domains, under what conditions, and at what cost. Their findings provide direction on how social-emotional learning programs in EiE contexts may improve children’s outcomes most cost-effectively.

In this research article, Celia Reddick examines how government officials, policymakers, and program leaders make decisions about language in refugee education, with a particular focus on Uganda. Drawing from 34 interviews with EiE stakeholders and participant observations across meetings and convenings, Reddick identifies the strong tendency toward isomorphism in EiE and considers the implications for future research, evidence generation, and program implementation.  

In this research article, Thomas Brown, Allyson Krupar, and Farman Khan offer a study of accelerated education programming for crisis-affected girls ages 11 to 14 in Pakistan. Their longitudinal study provides empirical evidence on how mobile-based EdTech can meaningfully improve learning outcomes and close gaps in education for vulnerable girls in emergency settings.   

In this field note, Gray Rinehart, Myat Thandar Aung, Naw Bway Paw, May Yi Myint, and Saw Ler Moo reflect on quantitative codesign processes within the Myanmar research program of the Education Research in Conflict and Protracted Crisis (ERICC) consortium. The authors outline three guiding principles for transforming historically unequal North-South research partnerships into a model grounded in complementary, nonhierarchical expertise.  

In this book review of Schooling for Refugee Children, Elisheva Cohen highlights its contribution to the scholarship on refugee children’s access to social justice, with a particular focus on Syrian refugee children in Lebanon and the United Kingdom. Cohen emphasizes the value of the authors’ participatory approach while calling for greater attention to the policy and structural barriers that shape refugee education.

In this book review, Abraha Asfaw examines Education and Resilience in Crisis: Challenges and Opportunities in Sub-Saharan Africa. Asfaw highlights the authors’ exploration of teacher and student wellbeing, resilience, and education in crisis contexts. He suggests that the book offers valuable insights for EiE researchers and practitioners who seek to design interventions that account for the realities shaping education’s transformative potential.  

In this field note, Friedrich W. Affolter and Michelle Brown examine the work of Education Clusters across crisis-affected contexts through four key areas: inclusive response systems, coordinated planning and operationalization, collective and inclusive evidence generation and knowledge-sharing, and resource mobilization. Drawing from cluster documentation and coordination literature, the authors assess how Education Clusters operate, their contributions, and their limitations.   

In this JEiE Special Issue, we offer our contributing authors’ critical reflections and analyses of the EiE data and evidence ecosystem, including these authors’ findings on learners’ experiences and education outcomes; on innovative responses to education disruption; on governance, institutional dynamics, and evidence-based decisionmaking in EiE; and on ethics and localization in EiE data and evidence practices.   

In this research article, Cirenia Chávez Villegas, Alanna Heyer, Seun Bunmi Adebayo, Pierre Vernier, Arsenii Slieba, and Ivan Lopes use Project 21 to examine school and community safety across displacement settings in the Central Sahel. Their analysis addresses critical gaps in safety-related data and contributes to a deeper understanding of safety in contexts of forced displacement.