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The blog “draws on practice-based research from mainstream schools in Indian-administered Kashmir, where prolonged political violence has shaped not only schooling systems but also how learners and educators relate to authority, safety and the future. It argues that education in such contexts must be understood as both a pedagogical and civic practice – one that responds to trauma, restores agency and rethinks curriculum as a matter of transitional justice.”

“In conflict-affected settings, education is not merely instructional but relational and ethical. …When schools attend to trauma intentionally, they can become spaces where agency is restored and futures cautiously re-imagined—advancing education as a practice of justice and peace.”

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The blog author’s aim for attending the UKFIET conference was to share findings and lessons from a study on school-related gender-based violence (SRGBV) from the perspectives of children with disabilities in Sierra Leone.

His second objective was to learn from what other researchers and practitioners were doing to understand violence in schools and strategies for tackling it. He found the presentations at UKFIET on violence highlighted similar issues. For example, presentations “linked violence in schools with poor classroom practices, exclusion of marginalised learners, absenteeism and poor academic performance.”

One of his conclusion was: “I was disappointed by the fact that the experiences of children with disabilities concerning school violence was not given more prominence at the conference.”

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Drawing on research conducted in eight government secondary schools in Jordan and Lebanon in 2024, this blog sheds light on how inclusive education is understood, practiced and experienced in schools which are part of government-led inclusive education initiatives in both countries.

While there are notable similarities in policy direction and international support, the findings reveal uneven progress, persistent challenges and important lessons for moving forward. Inclusive education in Jordan and Lebanon is no longer an abstract idea—it is happening. But it is happening unevenly, often precariously, and too often without the voices of those most affected.

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“Globally, the single greatest predictor of whether a child will learn to read is not effort, ability, or potential, but the country into which that child is born.”

Luminos are introducing their ‘White Paper’ and its findings on Inclusion of Children with Dyslexia in Literacy Programs in Low-Learning Contexts.

“The Luminos Learning Differences Approach urges that effective instruction must be inclusive from the outset.”

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Over the past two decades, Kyrgyzstan has made notable progress in advancing inclusive education and the rights of persons with disabilities through legislation and curriculum reforms that emphasise inclusiveness. Despite these advancements, the country still faces significant barriers to accessing quality education, including architectural, institutional, and attitudinal challenges.

This report, published by UNICEF and conducted under the Learning is For Everyone (LiFE) research initiative, analyses key aspects of the education system through an inclusive lens. Drawing on the findings, it outlines four recommendations that include short-, medium-, and long-term goals to guide implementation and ensure sustainable progress toward disability-inclusive education.

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The Webinar hosted by the Aga Khan University took place in November 2025. Recordings can now be watched online.

“This webinar brought together experts, practitioners, and caregivers to discuss effective approaches for early identification and intervention. The discussion focused on practical strategies, innovations, and government and community approaches that help families access timely interventions and promote inclusive early childhood development.”

Watch the recording.

In solidarity with INEE members in Sudan, INEE has put together a crisis spotlight on education in Sudan. The spotlight page includes:

• A brief overview of the crisis
• A call to action developed in collaboration with Sudanese civil society organizations
• An advocacy webinar amplifying the voices of teachers, learners, practitioners, and policy makers in Sudan
• An social media toolkit to support your advocacy efforts
• A series of blogs sharing good practice and lessons learned from education interventions in Sudan
• A list of relevant tools and resources for education actors working in Sudan and with the Sudanese diaspora

This blog looks at projects from eKitabu in Rwanda and Malawi. In Rwanda, teacher training enhanced the abilities of teachers and deaf teacher assistants, who also shared personal stories, such as the experience of a deaf student facing significant challenges like gender-based violence, emphasising the urgent need for supportive systems.

In Malawi, the Research Sign Language Assessment Tools were piloted. Teachers practised new strategies, built relationships with learners, and explored inclusive assessment methods—laying a foundation for improved early learning outcomes.

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This blog features insights from Gabriela Arrunátegui and Tamara Montalvo R on the Gender inclusive pedagogy for community-level early childhood education in Guatemala and Honduras project.

It introduces and explains the Inclusive Pedagogy Model and Dialogic Learning. The Inclusive Pedagogy Model has been adapted in eight South American countries. Dialogic Learning is a comprehensive approach that combines curriculum development, the implementation of age-appropriate methodologies, ongoing teacher training, and active engagement of educational communities.

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