A comprehensive report led by the University of Cambridge reveals that after more than two years of sustained conflict, Palestinian children in Gaza are experiencing profound physical exhaustion and emotional distress. This state of persistent trauma has rendered many incapable of engaging in fundamental activities such as learning or play. The research highlights a catastrophic breakdown of the educational infrastructure, noting that the protracted violence, severe food shortages, and psychological devastation have effectively dismantled the foundations of a normal childhood. For many students, the pursuit of education has been forcibly eclipsed by the rudimentary struggle for survival, with families often subsisting on minimal nutritional intake.
The collapse of childhood and education in Gaza
One of the most alarming revelations within the study is the significant deterioration of hope and the systemic loss of faith in international norms among the youth. Researchers document a growing sense of abandonment, with children increasingly questioning the validity of principles such as peace and human rights. This disillusionment has manifested in the harrowing belief among some minors that they are being targeted solely based on their identity as residents of Gaza. This erosion of trust represents a profound threat to the long-term social fabric and the future identity of an entire generation that feels forsaken by the global community.
The study provides the first detailed assessment of educational conditions in the West Bank and East Jerusalem since October 2023, indicating that the crisis extends beyond the borders of the Gaza Strip. Professor Pauline Rose, Director of the REAL Centre at the University of Cambridge, emphasizes that while education remains a deeply held value within Palestinian society, the current trajectory is unsustainable. The findings suggest that the situation has transitioned from an attack on education to a total collapse of the conditions necessary for life.
The authors of the report stress that the requirement for international educational support is urgent and must be prioritized regardless of the status of current or future ceasefires. Waiting for a permanent political resolution before addressing these humanitarian needs is no longer a viable option, as the window for safeguarding the mental and physical well-being of these children is rapidly closing. The report concludes with a definitive plea for the global community to act decisively to restore a sense of safety and educational continuity for the youth of Palestine.
Collaborative Research Framework and Methodology
The research was conducted through a strategic partnership between the REAL Centre at the University of Cambridge and the Centre for Lebanese Studies, in direct coordination with the United Nations Relief and Works Agency for Palestine Refugees (UNRWA). The methodology integrated comprehensive data from various United Nations agencies, charitable organizations, and non-governmental entities. This quantitative foundation was further enriched by qualitative interviews and focus group discussions involving humanitarian personnel, government officials, educators, and students, providing a multidimensional view of the crisis.
The report issues a stark warning regarding the imminent risk of a "lost generation" in Gaza, resulting from the cumulative toll of prolonged conflict on educational, physical, and psychological fronts. Statistical evidence provided by the United Nations Office for the Coordination of Humanitarian Affairs (OCHA) indicates that as of October 2025, the academic community has suffered devastating losses, with 18,069 students and 780 staff members killed, and tens of thousands more injured. Estimates from Save the Children further quantify the violence, noting that an average of 15 children per day sustained life-altering or fatal injuries during the height of the hostilities.
The qualitative data reveals a state of profound hopelessness among families and educators alike. Teachers reported that the immediate threat of famine has forced parents to deprioritize education, as the struggle for biological survival takes precedence over academic development. Focus groups highlighted that children are living in a state of constant, pervasive fear, with some reports describing the youth of Gaza as experiencing a psychological state akin to the "living dead." This mental health crisis is compounded by severe physiological deprivation; by late 2025, nearly 13,000 children required treatment for acute malnutrition, leading to numerous preventable deaths.
Researchers estimate that consecutive school closures since 2020—driven first by the global pandemic and subsequently by warfare—have already deprived children in Gaza of the equivalent of five years of education. While UNRWA and the Palestinian Ministry of Education have attempted to implement remote and temporary learning initiatives, these programs remain severely hampered by ongoing violence, infrastructure destruction, and a critical lack of supplies. The study warns that if educational facilities remain inaccessible until September 2027, the cumulative effect of trauma, hunger, and displacement could leave adolescents up to a decade behind their expected developmental and educational milestones.
Escalating educational instability in the West Bank
The humanitarian crisis extends significantly into the West Bank and East Jerusalem, where the environment for learning is described as increasingly perilous. Since October 2023, 891 students and 28 educators have been killed or injured due to actions by settlers or security forces, while hundreds of others have faced what the Office of the United Nations High Commissioner for Human Rights characterizes as arbitrary detentions.
These conditions have led to repeated institutional disruptions, with numerous schools facing temporary or permanent closure. Consequently, children in these regions are estimated to have lost a minimum of two and a half years of formal schooling, severely hindering their academic development.
Across the Palestinian territories, the education sector is grappling with profound demoralization. Educators have been working under extreme duress, often providing instruction without respite for over two years. Despite this exhaustion, the concept of sumood—a cultural tenet of steadfastness—remains a driving force among teachers and counselors dedicated to preserving Palestinian identity through learning.
However, the scale of the loss is immense; thousands of new educators will be required to replace those lost to the conflict and to support any viable long-term recovery. Investing in the professional and psychological well-being of teachers is identified as a non-negotiable prerequisite for rebuilding the educational system.
The economic resources required to restore Palestinian education are estimated at approximately 1.38 billion dollars. With the economy of Gaza effectively paralyzed, the sector is almost entirely dependent on international assistance. Despite the magnitude of the need, the report highlights a concerning trend of donor fatigue. In 2025, of the 230.3 million dollars requested by OCHA for education, only 5.7% had been secured by mid-year, amounting to a mere 9 dollars per child. This stands in stark contrast to the estimated 1,155 dollars per person required for comprehensive reconstruction. Experts emphasize that education and childcare services are not elective luxuries but vital sources of social stability and humanitarian assistance.
Notwithstanding the severe findings, the report identifies instances of resilience that offer a degree of optimism. During the ceasefire periods in early 2025, educational institutions demonstrated a remarkable capacity for rapid reopening, and the administration of the Tawjihi—the secondary school leaving exams—was successfully resumed.
Educators described the return to classrooms and the completion of national examinations as a significant achievement under the circumstances. These events underscore the enduring value placed on education and suggest that, provided there is adequate international support and security, the framework for academic recovery remains fundamentally intact.
This information has been issued by the University of Cambridge.
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