When armed conflict ends, education does not always return with it. In many post-conflict settings, schools remain closed long after ceasefires, while children stay at home, enter work, remain displaced or navigate unsafe environments. Education systems remain constrained by destroyed infrastructure, militarization, unexploded ordnance, trauma and fear. Although international humanitarian law (IHL) and international human rights law (IHRL) require the continuity of education even during armed conflict, schooling is frequently disrupted in practice, raising questions about how education can be safely restored after conflict.

IHL regulates the conduct of hostilities and contains important protections for children and access to education during armed conflict. Lessons drawn from these protections can help inform recovery decisions as societies transition from conflict to peace, including after the cessation of hostilities, when recovery begins but IHL may still apply. In this post, as part of our Emerging Voices series, Geeta Mahapatra proposes a framework to facilitate children’s safe return to education, centred on child-specific harm assessments, safe access and inclusive recovery. It contends that stronger compliance with IHL rules protecting schools and children during armed conflict helps preserve the conditions necessary for restoring education in post-conflict settings.