Lebanon - A new analysis by UNICEF Lebanon and UN Women has found that the 2026 escalation of hostilities significantly disrupted education for displaced and returning adolescent girls in Lebanon, highlighting barriers ranging from school closures and financial hardship to safety concerns and increased household responsibilities.
The report, Rapid Gender Analysis in Emergencies: Learning among Displaced Adolescent Girls in Lebanon, examines the experiences of girls aged 11 to 17 following displacement and return. Conducted in May 2026, the study draws on a survey of 591 adolescent girls and focus group discussions with 31 girls and 12 frontline workers.
Learning Participation Declines
The analysis found that girls’ participation in learning declined substantially during the crisis, despite their continued commitment to education.
Displacement disrupted access to schools and interrupted learning, while economic constraints limited families’ ability to support their children’s education. Unreliable digital learning options further complicated efforts to maintain educational continuity.
Girls also faced gender-specific barriers, including menstrual-health challenges, household chores and caregiving responsibilities. Restrictions on mobility and limited influence over decisions concerning their education added to these difficulties.
The findings highlight how displacement can compound existing inequalities, making it harder for adolescent girls to continue learning even when they remain motivated to pursue their education.
Safety and Well-being Concerns
The report also identifies concerns affecting girls’ safety, participation and learning experiences. Participants reported worries about physical and online safety, alongside psychological distress, bullying and discrimination.
These challenges can affect girls’ ability to access educational opportunities and participate fully in learning environments. The combination of displacement, disrupted routines and additional responsibilities at home also places further pressure on their educational continuity.
The findings point to the need for responses that address not only access to education but also the quality, safety and inclusiveness of learning environments.
Four Priorities for Education Response
The analysis identifies four priorities for humanitarian and education actors working to support displaced and returning girls.
These include restoring equitable access to safe in-person education and accredited non-formal learning; improving teaching quality and adapting educational approaches to displacement-related needs; and making physical and digital learning environments safer and more inclusive.
The fourth priority is to reduce gender-related barriers and strengthen girls’ participation in decisions affecting their education.
The recommendations emphasize that restoring access to learning requires more than reopening classrooms. Education responses must also account for the financial, social and safety-related obstacles that can prevent girls from attending school and continuing their studies.
By documenting girls’ experiences and priorities, the analysis aims to inform more gender-responsive education and humanitarian interventions in Lebanon, helping ensure that displacement does not further undermine adolescent girls’ access to learning.
