Crises disrupt education systems in immediate and far-reaching ways. Schools may close or operate intermittently, teachers can be displaced, and the most marginalised learners are often at greatest risk of being left behind.

These pressures extend beyond conflict. Climate-related shocks, including floods, drought, and extreme weather, are increasing the frequency and duration of disruption, often in already fragile systems. Public health emergencies such as the COVID-19 pandemic have also shown how quickly learning can be interrupted, exposing weaknesses in remote provision and contributing to significant learning loss.

Restoring access is essential. But maintaining learning quality and continuity in uncertain and resource-constrained environments is a far greater challenge. This is where responses can fall short: short-term interventions may bypass national systems or fragment delivery. Without clear priorities, coordination, and evidence-informed decision-making, crisis response is less likely to strengthen the systems needed to support long-term recovery and resilience.