Learning must continue

When emergencies such as floods, landslides or periods of unrest occur, children’s education is often among the first to be disrupted. Schools may close temporarily, classrooms may become unsafe, and lessons are put on hold. For children, these interruptions can mean more than just lost learning days. Prolonged absence from school increases the risk of falling behind academically, while the loss of routine and connection with peers can also impact their wellbeing.

For girls in particular, the risks are even greater. Without access to safe and supportive learning environments, many are at risk of never returning to school and are instead pulled into responsibilities at home, child labour, or early marriage. 

Ensuring that learning continues in times of unrest and emergencies is therefore essential not only to protect education but also to safeguard opportunities for children, especially girls, to grow, thrive and contribute to their communities.

Learning continuity means that education does not stop when an emergency strikes. It is an approach that ensures children remain engaged in learning, no matter the circumstances.

In Nepal, this has taken different forms depending on the nature of the disruption. Temporary Learning Centers have provided safe spaces for students when classrooms were damaged. 

Accelerated learning programmes have helped children catch up on lessons after prolonged closures. Teacher training in psychosocial support has enabled schools to respond to students’ emotional needs as well as their academic progress.

And Learning Continuity Plans have guided schools on how to resume teaching quickly and effectively after any interruption. These measures are not short-term fixes; they are essential investments in resilience.

When children are able to keep learning during and after emergencies, they are better prepared to progress in their studies, sit for examinations and transition to higher grades without losing momentum.

Teachers, too, gain confidence from having the tools and support they need to adapt to unexpected challenges. And parents and communities remain confident and calm knowing that their children’s education is ensured and their future is secured.

UNICEF Nepal, in partnership with the Government of Nepal, the National Society for Earthquake Technology (NSET), and with generous support from the Government of Finland, is working to strengthen this resilience across the country’s education system. From safe temporary classrooms to teacher training and school safety planning, these efforts are all guided by a single principle: that education is a right that must be always ensured, even in the most difficult circumstances.

This year, International Day of the Girl, reminds us that learning continuity is not only about sustaining education but also about sustaining leadership.

When girls remain in school during emergencies, they are able to develop their voice, ability and confidence and strengthen their skills to become a change-maker in their communities.

Education in emergencies is about more than keeping lessons going. It provides children with structure, stability and hope. For girls, children from ethnic minorities and marginalized social groups and economically disadvantaged families, the risks are even greater. Education is a safeguard against being left behind, ensuring they remain on track to achieve their aspirations and shape their futures. By protecting their right to education during crises, we are not only supporting individuals— we are also strengthening the resilience of entire communities.

During times of emergencies — from natural disasters to unrest — the message is clear: learning must always continue. 

By prioritizing education in emergencies, we protect children’s rights today and safeguard the foundation for a brighter, more resilient tomorrow — led by the girls of today who continue to learn, lead and drive change, even on the frontlines of crisis.