In the wake of prolonged conflict and systemic crises, Lebanon’s education sector stands at a pivotal juncture. Since 2011, a confluence of factors has further devastated the educational infrastructure and eroded access to learning. These are the Syria crisis, economic collapse, political instability, the COVID-19 pandemic and, most recently, the intensification of Israeli aggression marked by airstrikes targeting densely populated civilian areas. The impact has been profound in what is already a deeply divided educational system: around 30% of students are enrolled in public schools that are notoriously deprived, while 70% of students attend private, fee and non-fee paying schools.

Against this backdrop, CLS initiated multi-phase research to systematically document and analyse the evolving effects of overlapping crises on students, families and educators across Lebanon. The study was motivated by a critical gap in both policy and academic evidence of how repeated shocks have influenced education. In particular, how they have affected educational access, learning outcomes and psychosocial wellbeing among diverse population groups, including refugees and other vulnerable communities.

This policy brief draws on data from this multi-phase research. It utilises quantitative survey data collected from students (n=406), parents (n=2,075 and n=622 from two separate surveys) and teachers (n=529) between May 2024 and November 2025; as well as five focus group interviews each, with teachers and parents, and 32 individual interviews with parents during October and November 2024.

This policy brief makes the case for moving beyond recovery alone and the immediate response to the crises, to a comprehensive, adaptive and inclusive approach to rebuilding education as a public good and stabilising force in the lives of children, families and communities.