Since October 2023, the combination of war, destruction, displacement, and blockade has deeply undermined the infrastructure, resources, and everyday conditions needed for learning. This has far-reaching effects not only for schooling now, but for the future prospects and wellbeing of an entire generation.

Barriers to Accessing Educational Materials

These are some of the main difficulties in getting textbooks, stationery, teaching aids, digital resources, and other materials into Gaza:

1. Destruction of Facilities and Warehouses

   
   

   Many schools, universities, and centres for storing educational supplies have been destroyed or severely damaged by conflict. In many cases, even if materials are available, the place to use or store them safely is gone or unusable.

   
   

2. Blockade and Restrictions on Aid / Crossings

   
   

   Restrictions on border crossings and import of goods make it difficult for educational supplies to enter. These include delays, inspections, and sometimes outright refusals or halting of shipments. These bottlenecks affect everything from books to pencils, from institutional supplies to technology.

   
   

3. Lack of Fuel, Electricity, and Basic Infrastructure

   
   

   Even when materials arrive, without electricity, power for schools or homes, or fuel for generators, many tools and materials can’t be utilized. For example, printing materials may be impossible if no electricity or fuel is available. Digital learning is heavily constrained by lack of power and internet.

   
   

4. Displacement and Instability

   
   

   Over 90% of Gaza’s population has been displaced or is experiencing displacements. Schools are often repurposed as shelters. Temporary learning spaces are set up (often in very poor conditions), but these frequently lack basic materials, furniture, or safety. Frequent moves make continuity hard: children may lose books, tools, or access to consistent teaching.

   
   

5. Psychological Trauma and Safety Concerns

   
   

   Many children, and teachers, are traumatized by loss, violence, or threats. Under such stress, even when materials are present, the ability to learn is diminished. Also, parents may choose not to send children to makeshift classrooms because of safety concerns if they’re in conflict zones or shelters.

   
   

6. Teacher Loss, Injury, or Displacement

   
   

   Many educators have been killed, injured, displaced, or otherwise prevented from teaching. Even when supplies are available, without teachers or safe learning spaces, the materials are under-utilized.

How This Affects Children’s Education

The lack of educational materials and the more general breakdown in schooling has immediate and long-term consequences. Some of them:

1. Learning Loss and Delays

   Children are missing months or years of schooling. According to estimates, many have lost 14 months of education since 2019 (because of COVID-19, prior operations, and the current conflict). For younger children especially, missing early foundational learning (e.g. literacy, numeracy) makes catching up much harder. Some children are, reportedly, forgetting basic letters or never learning them properly.

   
   

2. Risk of a “Lost Generation”

   
   

   Prolonged disruption may mean that many children fall permanently behind, drop out, or never return to formal education.

   
   

3. Psychological, Emotional, Social Impact

   
   

   Without proper schooling, children lose not just academic learning but also social interaction, routine, stability, and protection. These are essential for mental health; many need psychosocial support. Trauma from conflict, loss, displacement weighs heavily. Learning under stress is less effective.

   
   

4. Inequality and Exclusion

   
   

   Children with disabilities, those in the most severely affected areas, those without internet or electricity at home, or whose families cannot afford even small private or informal options are particularly disadvantaged. Girls may also face additional barriers in some contexts.

   
   

5. Long term consequences for society and the economy

   
   

   Poor education hurts future employment prospects, innovations, civic participation. If a generation has gaps in basic skills, the broader social fabric and future stability are at risk. Gaza already had high youth unemployment; this will worsen.

   
   

6. Exams, Transitions, and Higher Education Interrupted

   
   

   Some children missed critical exams (e.g. the Tawjihi in Gaza, final year of high school) because schools were closed. Universities and tertiary education have been severely disrupted. Students who planned to enter higher education or vocational training find no reliable path forward.

   
   

   What Needs to Be Done

   
   

   To mitigate these harms, several steps are urgent:

   
   

   • Unimpeded access for educational supplies — ensuring crossings are open, customs and logistics are speeded, less bureaucratic hindrance.

   • Protection of schools and learning spaces — they should not be targets or used as shelters in ways that block their return to educational use.

   • Support for temporary and alternative education models — tents, mobile schools, volunteer teachers, digital platforms — but these must be supplied with materials, safety, and trained staff.

   • Psychosocial support and trauma-informed teaching, so children can re-engage, recover, and learn even amid hardship.

   • Rebuilding infrastructure — repairing or rebuilding destroyed schools, providing furniture, materials, labs, etc.

   • International funding and aid scaled up and coordinated with local authorities and communities.

   
   

   Conclusion

   
   

   The difficulties in delivering educational materials to Gaza are more than logistical problems; they strike at the heart of children’s rights. Without books, safe classrooms, teachers, stability, and psychological support, education in Gaza is in crisis. The effects will ripple far beyond the present moment, for individuals, for families, for Gaza as a whole.

   
   

   It is crucial that the international community recognize education not as a luxury in war, but as an essential need. The future of a generation depends on ensuring access to learning, even amid conflict.