UNESCO warns school attacks are deepening education inequality
UNESCO is warning that attacks on schools and wider crisis-related disruption are deepening education inequality for children already facing barriers to learning. The warning came as UNESCO and the Education Above All Foundation launched “The Crossing,” a temporary installation at UNESCO headquarters in Paris on September 9 to mark the International Day to Protect Education from Attack.
UNESCO said on September 8, updated September 9, that the United Nations verified 1,680 attacks on schools in 2025, a 33% increase from 1,265 in 2024. The figures cover 2025 and are not a 2026 total.
Why the warning is about inequality
The disruption is not experienced equally. UNESCO says an estimated 258 million school-aged children and adolescents have had their education affected by crises worldwide, including 93 million who are entirely out of school. Education Cannot Wait published the same global estimates in June.
Those figures describe the wider effect of crises on education, not the number of children directly exposed to attacks on schools. They include children whose learning is interrupted by conflict, displacement, damaged facilities, insecurity and shortages of teachers or learning materials.
UNESCO says the barriers are particularly severe for children already facing exclusion. It cites out-of-school rates of 74% for refugee children, 52% for internally displaced children and 45% for children with disabilities in the crisis settings covered by its analysis.
For displaced children, crossing borders or moving between communities can create documentation and language problems, overcrowded classrooms and limited access to trained teachers. Children with disabilities may encounter inaccessible buildings, missing assistive devices and weak inclusive services even when classes reopen.
Girls face heightened risks of gender-based violence, exploitation, child, early or forced marriage and permanent dropout when schools close or families are displaced. UNESCO describes these as increased risks, not inevitable outcomes for every girl affected by a crisis.
The West Bank shows the practical effects
A UNICEF update on September 10 provided a current example. The Education Cluster documented 224 education-related incidents in the West Bank, including East Jerusalem, during the first half of 2026. UNICEF said the incidents directly affected 152 schools, 20,450 students and 859 education personnel.
More than 830,000 children were returning to school across the West Bank, including East Jerusalem, for the new academic year. UNICEF said violence, displacement, movement restrictions and incidents affecting schools and surrounding communities continued to disrupt children’s ability to reach and remain in education safely.
The figures show why reopening classrooms is not the same as restoring reliable access to education. A school may be open while students cannot reach it safely, teachers cannot work consistently, or displaced children lack transportation, documentation, learning materials or support services.
UNESCO’s response still depends on implementation
UNESCO’s response framework emphasizes preparedness, learning continuity and recovery. Its education-in-emergencies guidance also describes schools as sources of physical, psychosocial and cognitive protection, as well as access to meals, health services, stable routines and support during crises.
In April 2026, UNESCO’s Executive Board adopted a Preventative Plan of Action to Protect Education from Attack. UNESCO describes the plan as a framework for action before, during and after crises. It is not a treaty, enforcement mechanism or guarantee that governments and donors will implement or finance every measure.
The practical test will be whether crisis-affected education systems receive funding for safe alternatives, psychosocial support, accessible facilities, trained teachers, assistive technology and pathways for children who have been forced to move or lack documentation. UNESCO’s Paris campaign is advocacy, but the consequences it highlights can affect safety, future educational attainment, social mobility and economic opportunity.
For families affected by conflict and displacement, a damaged or inaccessible school can mean more than a missed semester. It can remove a place of protection and support while increasing the risk of long-term dropout. What to watch next is whether governments and donors turn the new commitments into monitored, inclusive and adequately funded education continuity and recovery.
Sources
- UNESCO: 1,680 attacks on schools verified in 2025
- UNICEF: West Bank education update
- Education Cannot Wait: Global crisis-education estimates
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