In Syria and Lebanon, prolonged displacement rendered traditional education models ineffective. For some, the urgent need was a quick entry into the labour market; for others, the dream of academic excellence still burned bright. What they needed were parallel, flexible pathways.

The thoughtful response was to design modular options: short-term, market-aligned diplomas that allowed learners to pause and resume, alongside full bachelor’s degree opportunities through partnerships with institutions such as the American University of Beirut. Optionality, not rigidity, became a lifeline, ensuring dignity, adaptability and access to opportunity.

In Afghanistan, the Taliban’s 2021 return triggered the collapse of the education system, particularly for girls and women. This prompted a dual strategy. The Afghan Thrive initiative aimed to offer globally recognised online learning for women barred from classrooms. Meanwhile, the Qatar Scholarship for Afghans Project (QSAP) mobilised over 60 US universities and international stakeholders to provide scholarships and safe relocation pathways for hundreds of Afghan youth.

These weren’t temporary fixes. They were structural interventions designed for continuity, portability and resilience because in fragile settings, sustaining education is also about sustaining identity.

But access to learning means little without addressing trauma. In Gaza, therapy rooms were introduced into public schools for the first time, central case units were developed to handle high-risk mental health interventions, and school counsellors were embedded in long-term mentorship programmes. Twinning partnerships were created with international institutions to help universities establish degree tracks in psychosocial support, and a national digital case management platform was developed to link services, ministries and NGOs.

Still, some of the most profound healing didn’t happen in counselling sessions. Many young people described dignity and income as the greatest sources of resilience. With local job markets saturated, digital freelancing became a powerful outlet. Training in globally in-demand skills allowed young people to work remotely, earn income and reclaim a sense of agency. These were not symbolic efforts. They were deliberate investments in psychological, economic and social recovery.

This was never clearer than after the most recent Gaza war broke out in 2023. As institutions collapsed, young people didn’t wait for aid agencies. They created informal schools in shelters, distributed hygiene kits, ran mental health activities for children and cooked meals for their communities.

Many were our students and graduates from the scholarship programmes before the war. We didn’t script this response. They did. We simply gave them the small grants and logistical support they needed. They are not beneficiaries. They are infrastructure. And in the absence of functioning systems, they are often the only infrastructure left.

What this reveals is a fundamental flaw in how the world still approaches education in emergencies. It’s not that youth lack initiative; it’s that systems too often fail to recognise or support them. This ties into a deeper misconception that education can wait, that first comes food and shelter. But in conflict settings, education is often the thread holding everything else together.

That boy in Gaza is likely a man now. I still don’t know when schools will reopen in the strip. But I know this: if we listen more and design smarter, we may help youth believe learning is worth holding onto, even in the ruins.

Disclaimer: The author first published this blog in July 2025 on the South China Morning Post website. Click here to read the original post.

Hani Shehada

Regional Manager, Education Above All Foundation – Al Fakhoora Programme

Hani Shehada is a Regional Manager at the Education Above All (EAA) Foundation, working within the Al Fakhoora (a programme of EAA), which focuses on providing access to higher education for marginalised, displaced, and refugee youth. With over a decade of experience in managing education and scholarship programs, Hani brings a grounded perspective shaped by years of work in some of the world’s most challenging contexts.

His efforts have supported the design and implementation of impactful education responses that prioritise the dignity and potential of young people, combining scholarships with psychosocial support, skills development, civic engagement, and clear pathways to employment to ensure graduates are workforce-ready and able to contribute to their communities. He has also contributed to building strong collaborations with universities, UN agencies and international organisations to ensure that education remains accessible even in times of crisis.

Hani holds a Master’s degree in International Development from Erasmus University Rotterdam and brings a grounded, people-centred approach to programme development, policy dialogue, and cross-sector partnerships.