In the border village of Barikot, a school complex serving primary to high school students has been heavily damaged, with classrooms littered with debris and abandoned materials after weeks of shelling that residents attributed to Pakistani forces.

Most of the village’s roughly 8,000 residents fled following the outbreak of hostilities in late February.The United Nations Office for the Coordination of Humanitarian Affairs (OCHA) said the Barikot facility is among 22 schools in urgent need of reconstruction in Kunar province.

Around 12,000 students affected by the conflict require safe learning spaces or support to resume classes, according to a report issued this month.AFP journalists who visited Barikot after access roads reopened this week described deserted streets and shuttered or destroyed shops.

Residents returning to assess the damage said essential infrastructure, including a medical center, had also been hit.Hundreds of civilians have been killed across Afghanistan amid the cross-border violence, according to the United Nations, before China facilitated talks that largely halted the fighting.

Pakistan has accused Afghanistan of harboring militants responsible for attacks on its territory, an allegation Afghan authorities deny.The conflict has displaced more than 94,000 people, with over a quarter from Kunar province, OCHA data shows.

Many have taken refuge along the Kunar River, living in makeshift shelters with limited access to clean water, sanitation and healthcare.Aid groups say conditions in displacement camps are deteriorating. The Norwegian Refugee Council described the humanitarian situation as “dire,” citing urgent needs for shelter, water and sanitation services, and healthcare.

Local officials say schools in nearby areas are already overcrowded, complicating efforts to absorb displaced students. Authorities are considering relocating families to more structured camps established after a major earthquake last year.

Residents expressed concern over the long-term impact on education. Displaced families reported that children have been unable to attend classes for weeks, with some schools entirely shut due to damage or lack of capacity.

The recent escalation of violence across parts of the Middle East and North Africa is intensifying risks for children, with mounting evidence of casualties, displacement, and psychological distress, according to accounts compiled by humanitarian agencies and local testimonies.

The developments reflect a broader pattern in which children are increasingly exposed to recurrent episodes of armed conflict, disrupting essential services and undermining long-term well-being.In Tehran, a mother identified as Maryam described the sequence of events that unfolded during a recent episode of strikes. While attempting to pick up her younger son from school, she received a message from her older son indicating that an attack had occurred. Communication networks were partially disrupted, delaying contact.

When she eventually reached him, he was sheltering in a school basement alongside other students. According to her account, several children were visibly distressed, while others attempted to remain composed. During the exchange, her son asked whether the situation constituted a war, reflecting uncertainty among civilians amid rapidly changing conditions.Maryam reported that urban mobility was severely affected during the incident, with traffic congestion extending travel times significantly.

Upon reaching her younger child, she described an immediate but temporary sense of relief. In the days that followed, she noted that aerial activity and bombardments became more frequent, contributing to a sustained atmosphere of insecurity.Humanitarian reporting indicates that similar patterns are emerging across multiple locations in the region.

Recent weeks have seen a rise in reported child casualties, alongside large-scale displacement affecting hundreds of thousands. Many families have been forced to relocate to temporary shelters, often under urgent and unstable conditions. The disruption has extended to critical infrastructure, including schools and healthcare facilities, which are increasingly affected by ongoing hostilities.

In Lebanon, accounts from displaced families illustrate the immediate effects of these developments. Rahaf, aged five, described leaving her home due to safety concerns following nearby bombardments. She expressed a preference to return to familiar surroundings, highlighting the disruption of daily routines such as play and sleep. Another child, Adam, aged ten, recounted a nighttime evacuation marked by repeated airstrikes during transit.

He described the experience as disorienting, with persistent noise and physical tremors contributing to fear during the journey.Testimonies from Iran indicate comparable experiences. Maseeh, aged fourteen, stated that prior exposure to conflict had influenced his reaction, noting a degree of familiarity with such events. However, he acknowledged ongoing stress linked to uncertainty about potential future strikes.

Another teenager, Sina, aged sixteen, pointed to the combined impact of military activity and communication disruptions, including internet blackouts, as contributing to sustained psychological pressure.Field observations suggest that the effects of conflict on children extend beyond immediate physical risks. Behavioral responses, as described by caregivers, include coping mechanisms such as increasing exposure to music to mask the sound of explosions, as well as frequent communication among peers to confirm safety.

Questions about the continuity of education and the duration of hostilities appear to be common among affected children, according to parental accounts.Maryam noted that her children’s reactions often manifest in subtle ways, including heightened vigilance and repeated inquiries about safety and future developments. She indicated that this is not their first exposure to conflict, underscoring the cumulative nature of such experiences in certain regions.

The recurrence of these events raises concerns about long-term psychological impacts, particularly in contexts where access to consistent mental health support may be limited.Humanitarian organizations report that interventions are underway to address both immediate and longer-term needs. These include the provision of emergency supplies such as bedding, hygiene kits, and water, as well as efforts to deliver mental health and psychosocial support services.

Such programs aim to mitigate the effects of trauma and provide structured support for children and families navigating displacement and uncertainty.Despite these efforts, operational challenges persist due to the scale and frequency of the incidents. Displacement sites, including repurposed public buildings such as schools, are accommodating large numbers of families, often under constrained conditions.

The conversion of educational facilities into shelters further disrupts access to schooling, compounding the broader impact on children’s development.International humanitarian law stipulates the protection of civilians, including children, and the safeguarding of civilian infrastructure during armed conflict. However, reports from multiple locations indicate that these provisions are not consistently upheld.

The targeting or incidental damage of schools and healthcare facilities has been documented, raising concerns among international observers and aid agencies regarding compliance with established norms.Maryam also described the psychological burden experienced by caregivers, noting difficulties in maintaining a sense of security for children amid ongoing uncertainty.

She reported sleep disruption driven by concerns about responding to emergencies in a timely manner. Her account reflects a broader trend in which parents are managing both their own stress and the emotional needs of their children under prolonged conditions of instability.In addition to immediate safety concerns, there is evidence of longer-term social and developmental implications.

Repeated displacement, interruptions in education, and sustained exposure to violence are factors associated with adverse outcomes in child development, according to existing research cited by humanitarian agencies. The normalization of conflict within childhood environments represents a significant shift with potential generational effects.

Maryam indicated that she attempts to shield her children from the most distressing aspects of the situation, drawing on her own experiences of growing up in a conflict-affected environment. At the same time, she acknowledged limitations in her ability to fully mitigate the impact. She also referred to a broader awareness of families who have experienced greater losses, including those unable to provide similar levels of protection.

The current trajectory of events suggests that children in affected areas are likely to remain exposed to a combination of direct and indirect risks associated with armed conflict.

The persistence of hostilities, coupled with infrastructural disruptions and displacement, continues to shape the daily experiences of families across the region.

One year after a 7.7-magnitude earthquake struck central Myanmar on 28 March 2025, humanitarian agencies report a continued focus on addressing the psychological impact on children affected by both natural disaster and pre-existing conflict-driven displacement.

The earthquake caused widespread disruption across multiple regions, including parts of Shan State, where communities around Inle Lake in Nyaungshwe Township experienced structural damage to homes and shelters. Many families who had already been displaced due to ongoing conflict were forced to endure additional instability following the tremors and subsequent aftershocks.

Tun Myar, a 16-year-old displaced from Loikaw, was living with relatives under a monastery structure at the time of the earthquake. She reported that the building began to sway during the tremors, prompting her to flee outside before losing consciousness. Following the incident, she described experiencing persistent fear and emotional distress, consistent with patterns observed among other children in the affected communities.

According to field accounts, many families avoided returning indoors in the immediate aftermath due to concerns about structural collapse during aftershocks. Temporary arrangements, including makeshift tarpaulin shelters, became common. Nighttime conditions were reported to be particularly difficult, as minor environmental sounds often triggered panic responses among children who associated them with renewed seismic activity.

Local observations indicate that the earthquake compounded pre-existing vulnerabilities among displaced populations. Tun Myar, who had previously experienced family separation and loss, reported that the disaster intensified existing psychological strain. She described withdrawing socially, experiencing sleep disruption, and showing signs of prolonged anxiety.

Similar behavioral patterns have been noted among other children in the area, particularly those with prior exposure to conflict and displacement.Caregivers in affected communities have attempted to support children through informal coping mechanisms, including communal gatherings and recreational activities.

However, humanitarian agencies report that many parents lack the resources or guidance to address sustained psychological distress, highlighting the need for structured intervention.In response, UNICEF and its local partners have implemented child protection programmes across southern Shan State, focusing on psychosocial support and the establishment of child-friendly spaces.

These interventions are designed to provide structured environments where children can engage in supervised activities, interact with peers, and gradually re-establish a sense of routine.At designated safe spaces in Nyaungshwe Township, children participate in organized activities such as drawing, games, and group exercises facilitated by trained staff and youth volunteers.

Field reports indicate that these sessions aim to reduce anxiety and promote social reintegration, particularly for children who have become withdrawn following the earthquake.Tun Myar reported that participation in these activities contributed to a measurable change in her behavior. She stated that she gradually regained confidence and now takes on a leadership role in group sessions, assisting facilitators and encouraging younger participants.

Her experience reflects a broader trend identified by programme coordinators, who note that peer engagement and structured interaction can support recovery in post-disaster contexts.Another case documented in the same community involves Pan Lay Pyay, aged 13, who resides with her mother in temporary shelter conditions beneath a monastery structure.

The earthquake further weakened their already fragile living environment, increasing economic and social pressures on the household. Her mother, Daw Hla Hla Aye, reported difficulties in securing daily-wage employment and meeting education-related expenses.Despite these constraints, she observed that participation in child-focused programmes had a positive effect on her daughter’s well-being. She indicated that visible improvements in her child’s mood and engagement provided reassurance regarding her ability to continue education under challenging circumstances.

According to programme data, the interventions extend beyond recreational activities to include case management services, parenting sessions, and awareness initiatives addressing child protection risks. Mental health and psychosocial support components are integrated into these services, reflecting a broader shift toward comprehensive recovery strategies in humanitarian response.

One year after the earthquake, aid agencies report that the combined effects of natural disasters and ongoing conflict continue to shape living conditions in affected areas. In southern Shan State, recovery efforts are further complicated by additional environmental events, including flooding, which have prolonged displacement for many families.Officials involved in the response indicate that child-friendly spaces remain a central component of ongoing support efforts.

These facilities are intended not only to address immediate psychological needs but also to contribute to longer-term resilience by fostering social cohesion and restoring a degree of normalcy in disrupted environments.Humanitarian partners attribute the continuation of these programmes to financial and logistical support from international donors, although specific funding levels were not detailed.

The emphasis on sustained engagement reflects recognition that recovery from trauma, particularly among children, requires extended intervention beyond the initial emergency phase.Field observations suggest that participation in structured activities has enabled some children to re-engage with peers and rebuild confidence following the earthquake.

Programme facilitators report that consistent attendance and active involvement are indicators of gradual improvement, although outcomes vary depending on individual circumstances and prior exposure to stress.Tun Myar’s transition from a withdrawn participant to a group leader illustrates the potential impact of targeted interventions when sustained over time.

She expressed an intention to complete her education and pursue a career in medicine, indicating a shift toward future-oriented thinking following her involvement in the programme.While immediate physical risks associated with the earthquake have subsided, humanitarian assessments emphasize that psychological recovery remains ongoing.

The persistence of displacement, combined with economic uncertainty and prior conflict exposure, continues to influence the pace and extent of recovery among affected populations.

The war, which escalated on March 2, has led to the closure of more than 350 public schools, while others in areas affected by Israeli bombardment remain shut, leaving students to rely on improvised and often inadequate remote learning arrangements.

In Beirut, displaced families are living inside school buildings where classrooms have been partitioned into makeshift living spaces. Students like 17-year-old Ahmad Melhem are attempting to continue their education using recorded lessons on shared devices, often without reliable internet access.

Melhem, displaced from the capital’s southern suburbs, said he returned home briefly to retrieve schoolbooks despite the risks. “We’re trying with everything we have to continue our education,” he said, adding that he hopes to pursue engineering studies.

Many schools have resumed limited online teaching, but shortened schedules and reduced subject offerings have affected the quality of education. Students say they struggle to concentrate in crowded shelters or noisy shared spaces.

Access to education has been further constrained by limited connectivity and resources. In some shelters, internet access is only available outdoors, forcing students to study in unsuitable environments or rely on recorded lessons.

According to UNICEF, disparities in digital access between regions and households have created a “big digital divide,” affecting both students and teachers. Some families share a single mobile device among several children, while others lack even basic supplies.

UNICEF has introduced an online platform with recorded lessons and a phone-based system to help students access materials without internet, but officials warn these measures cannot fully replace in-person schooling.

The conflict has killed more than 1,100 people in Lebanon, including 122 children, and displaced over one million, according to authorities. Education experts warn that prolonged disruption increases the risk of permanent dropouts, particularly among girls and adolescents vulnerable to early marriage.

The World Bank estimated in a 2023 report that each day of public school closure costs Lebanon’s economy around $3 million, highlighting the broader impact of the crisis.

Children in southern Lebanon have faced repeated disruptions since hostilities between Hezbollah and Israel reignited in October 2023, compounding existing challenges in the country’s education system.

At temporary shelters, families continue to prioritize schooling despite the conditions. “Education is the only thing left for my children,” said one displaced parent, reflecting widespread concern over a lost generation.