Over the course of the war, more than 12,467 students were killed in Gaza, with another 20,311 injured. Additionally, 569 members of the education sector lost their lives, and 2,703 were injured. The destruction extended to 111 schools that were completely demolished, 241 that suffered severe damage, and 85 that were partially damaged. Moreover, 89 UNRWA schools were vandalized, while 51 university buildings were entirely destroyed and 57 others partially damaged, according to the Palestinian Ministry of Education and Higher Education.

Like many other Arab countries, Palestine follows a two-semester academic year. As a result, students in Gaza have missed three full academic terms. However, following the ceasefire agreement, the Ministry of Education’s first decision was to resume classes to compensate for the time “killed” by the war, reaffirming the students’ strongest weapon—education—despite the lack of resources and facilities. The first semester officially resumed on February 23.

Psychological Well-being… The First Challenge

Ahmad Al-Kahlout, a teacher in Deir al-Balah, Gaza, tells Daraj that returning to the education process is extremely difficult for several reasons, the foremost being the psychological distress students are experiencing. Many have lost family members, while others have had their homes destroyed and are now living in tents, which has significantly affected their motivation to learn.

He also highlights the lack of an adequate learning environment, with most educational initiatives taking place in tents, and severe shortages in books and teaching materials such as chalk, whiteboard markers, and worksheets.

Al-Kahlout explains that the Ministry of Education in Ramallah is trying to integrate students into online learning to make up for lost time, but efforts are often disrupted due to the unstable conditions in Gaza. He states, “To be honest, the education system will need at least a year to regain stability, given the lack of necessary resources to resume proper learning.”

He concludes, “We need time to recover from the catastrophic impact of the war so that students and teachers can effectively resume learning. How can a teacher who lost their home and family members teach as if nothing happened? How can a student whose mother was killed find the motivation to study? We need to create proper conditions for education, away from the media spectacle.”

Dr. Mahmoud Matar, Deputy Assistant for Education Affairs in Gaza, acknowledges the exceptional challenges posed by the war, stating that the current state of education in Gaza is at its worst due to the targeting of schools and educators. In such conditions, the ministry is prioritizing psychosocial support programs that focus on mental well-being and stress relief for children, as many have endured severely traumatic experiences.

Matar emphasizes that the repercussions of this genocidal war on Gaza are not just educational but also psychological, leaving deep emotional scars on students. This presents a major challenge in terms of their ability to focus, absorb new information, and engage in learning. “There is a pressing need for psychological interventions to help students cope with these circumstances,” he explains.

He also underscores the critical role of parents in the current education process, even more so than teachers. With remote learning in place, families now play the most essential role in helping students stay engaged and organized in their virtual classrooms. Given that in-person schooling is limited to three days per week at best, parental support is fundamental to ensuring that students keep up with their studies.

Sadiq Al-Khaddour, spokesperson for the Ministry of Education and Higher Education, tells Daraj that since the beginning of the academic year, the ministry has adopted a virtual classroom model, with around 290,000 students participating. In collaboration with various organizations, it has also set up in-person learning centers to complement online education.

He adds that the ceasefire coincided with the end of the first phase of virtual learning, which equated to a full academic year, prompting the ministry to announce its decision to maintain online learning while expanding in-person educational centers. Some of these centers are directly supervised by the ministry, while others are run by teachers and local community organizations, adhering to ministry standards.

Al-Khaddour states that the ministry is also preparing for the 2024 Tawjihi (high school) exams, specifically for students born in 2006, while also developing educational material across all grade levels.

He further explains that the ministry is designing new exam models that allow multiple groups of students to take the tests in a single day, using a centralized question bank, as the exams will be conducted electronically.

Additionally, the ministry is working with the Ministry of Telecommunications and Palestinian telecom companies to strengthen internet access in areas with educational centers, while also seeking to provide tablets and electronic devices to students.

However, one of the main challenges the ministry has faced is the shifting locations of displaced families, as many people have returned from the south and central areas to northern Gaza, creating logistical difficulties. The destruction of more than 90 percent of Gaza’s schools due to Israel’s war on the Strip has further compounded the crisis.

UNRWA: The Largest Provider of Education Despite Restrictions

Inas Hamdan, Acting Director of UNRWA’s Media Office in Gaza, tells Daraj, “It is still too early to discuss the reopening and reconstruction of UNRWA schools. However, UNRWA remains the largest provider of emergency education and psychosocial support in Gaza. Currently, around 660,000 children are out of school due to the war.”

She explains that on August 1, 2024, UNRWA launched the first phase of its “Back to Learning” response, focusing on mental health activities. This initiative operates in 40 UNRWA schools that have now been converted into shelters, supported by over 900 teachers and up to 600 school counselors.

So far, more than 18,000 children—over half of them girls—have benefited from UNRWA’s “Back to Learning” program. Between February 17-23, 2025, a total of 6,604 children, including 112 children with disabilities, participated in the program, engaging in basic literacy and numeracy activities, psychosocial support sessions, and recreational activities such as art, music, and sports, according to Hamdan.

She emphasizes that based on the success of informal learning initiatives in displacement shelters, UNRWA launched a new remote learning program on January 1, 2025, aiming to mitigate learning loss among displaced children. According to the latest reports, 259,409 children have enrolled in the program, receiving basic educational content delivered by 7,000 teachers, covering Arabic, English, mathematics, and science.

Learning in Tents and Among the Ruins

Dr. Mahmoud Matar explains that the Ministry of Education has already begun rehabilitating some school buildings that can still accommodate educational activities, whether partially or entirely. In schools where specific wings were targeted, the rubble is being cleared and secured in designated areas, allowing the remaining classrooms to be used. However, infrastructure remains one of the biggest challenges, leading to a widespread reliance on temporary educational tents, a practice that began during the war and continues today.

Educational tents have become the best available solution, despite the immense challenges in setting them up, particularly due to specific requirements regarding size and structure. “We are using whatever materials are available—tarpaulins, metal sheets, and wood—to create makeshift classrooms and rebuild completely destroyed school spaces. Sadly, many students are still forced to sit on the ground while learning,” Matar concludes.

A report by the United Nations Children’s Fund (UNICEF) states that 93 percent of Gaza’s schools have been damaged, with 84 percent requiring either complete reconstruction or major repairs. As a result, Palestinian government schools and UN agencies in Gaza have expanded remote learning programs and have reopened the academic year in either partially destroyed schools or in makeshift tent classrooms.

Meanwhile, UN spokesperson Stéphane Dujarric reports that more than 250,000 students have enrolled in UNRWA’s remote learning program in Gaza. He highlights the harsh realities these students face, stating that “children are currently receiving education in temporary tents and open spaces, enduring the cold winter temperatures.”