Disrupted education a view from inside Syria: critical literature review and lessons for policy and practice

• Published in: Development in practice Vol. 35; no. 5; pp. 719 - 736
• Main Authors: Hammad, Suzanne H., Cochrane, Logan
• Format: Journal Article
• Language: English
• Published: Routledge 04.07.2025
• Subjects: access; Education; inclusion; quality; SDG4; Syria
• ISSN: 0961-4524; 1364-9213
• DOI: 10.1080/09614524.2025.2478496

UN SDG 4 seeks inclusive and quality education for all; however, over 250 million children and youth remain out of school. Conflict is one of the root causes, and the protracted conflict in Syria demonstrates this. Given the very limited research about Syrians who stayed, this critical review assesses the available evidence on root causes and key consequences, organising findings around the SD4 dimensions of access, quality and inclusion. Attention is drawn to systems, not just symptoms which are necessary to approach the complex challenges within Syria through integrated interventions that address the diverse needs of children and youth. Efforts towards stability, social cohesion and a unified education system are bound to be more challenging with a whole generation of Syrian children and youth who have had their education disrupted and a country about to turn the page on a new era. Thus, ensuring that the available evidence is accessible to stakeholders across the board, whether INGOs, community-based providers or governance structures inside Syria and scaling up based on lessons learned, is critical for better preparedness and resolution of the present unmet needs of Syrian children and youth and good preparation for those who will return.