Introduction

Basic education in Argentina has a long history, marked by important legal milestones and public policies that have shaped the educational system. One of the fundamental pillars of this development was Law 1420 of 1884, which established free and compulsory public primary education (Ministerio de Educación, 2006a). This law aimed to promote social integration and the formation of citizens for the new Argentine Republic, guaranteeing access to education for all children between the ages of 6 and 14 (Ministerio de Educación, 2006a). Law 1420 also emphasised the secular nature of education, an innovative aspect for the time, removing religious influence from the classroom (Ministerio de Cultura, 2020).

In the 20th century, the educational system continued to expand but faced challenges related to regional inequality and funding. During the military dictatorship (1976-1983), there was a repression of academic freedoms and a reduction in education funding. With the return to democracy in the 1980s, the country began to rebuild its educational system.

In 1994, the Argentine Constitution recognised education as a fundamental human right, expanding the State’s responsibilities to guarantee free, quality education. However, it was with the National Education Law of 2006 (Law 26,206) that the Argentine education system was consolidated in its current form. This law extended compulsory schooling to the age of 13, including the initial level (from the age of 4), primary education, and secondary education. The National Education Law of 2006 also reinforced the decentralisation of education, granting greater autonomy to the provinces to manage their schools, although this has generated challenges related to regional equity (Ministerio de Educación, 2006b).

Today, the Argentine government continues to implement inclusion policies, such as the Conectar Igualdad Programme, which seeks to reduce the digital divide, along with efforts to combat school dropout rates at the secondary level (Ministerio de Justicia, 2002). Basic education in Argentina faces challenges, such as regional inequalities, insufficient funding in some provinces, and the need to adapt to contemporary technological demands.

National Education Act of 2006

The 2006 National Education Act was the result of a context of redemocratisation and the search for improvements in the quality of education following a period of political and social instability in Argentina. This historical context began after the end of the civil-military dictatorship (1976-1983), during which the country faced severe political repression, including media censorship, persecution of opponents, and systematic violations of human rights. With the re-establishment of democracy in 1983, Argentina faced the challenge of rebuilding its democratic institutions. In this context, education began to be regarded as a means of strengthening democracy.

During the 1990s, several reforms were implemented, focusing on expanding access to education, training teachers, and updating the curriculum. Of particular note was the 1993 National Education Act (Law 24.195), which established a decentralised model, transferring responsibility for basic education from federal authorities to the provinces. This allowed each province to adapt its educational policy to local needs, although it also generated inequalities between regions (República Argentina, 1993).

In 2005, the Education Financing Law was enacted, establishing that the Argentine State should progressively increase investments in education, science, and technology. Consequently, the Argentine State was to allocate 4.7% of the Gross Domestic Product (GDP) in 2006, gradually increasing this to 6% by 2010 (Figure 1).

 

Figure 1. Educational Expenditure as a Percentage of GDP (2006-2010).

Source: República Argentina (2005).

In addition to setting investment targets in education, the National Education Law made secondary education compulsory for all students, covering an age range of 12 to 18 years. Furthermore, it sought to guarantee access to free and inclusive higher education, particularly in public universities, which have traditionally been the main means of access to higher education in Argentina.

Another important aspect introduced by the National Education Law was the implementation of Comprehensive Sexual Education (CSE). Sexual education was made compulsory for all schools across the country, from early childhood education to secondary school. The CSE curriculum was developed with the aim of providing a comprehensive education to students, addressing issues of sexuality with an emphasis on sexual diversity, human rights, sexual and reproductive health, and affective relationships.

When analysing the impact of the National Education Law on the development of secondary education for young people and adults, Olivares (2024) concluded that the approval of this law significantly enhanced the growth of secondary education for this demographic, which was already advancing across the country. The law provided a framework that enabled the implementation of new graduation programmes, such as the Plan for Completion of Primary and Secondary Education (FinEs), which achieved extensive national coverage.

Education in the Political-Economic Context

It is necessary to provide a brief political and economic context of Argentina throughout the 21st century, considering the impacts on education. The beginning of the century was marked by a political and economic crisis that started in 1998. In 2002, the crisis ended, but the previous year, then-President Fernando De La Rua was impeached. After this turbulent period, the 2000s were characterised by relatively strong economic growth, under the presidencies of Néstor and Cristina Kirchner. During Cristina Kirchner’s presidency (2007-2015), the government faced protests over tax increases, nationalized private pension funds, and dealt with inflation and capital flight. Despite a recession in 2009, the economy grew in 2010, and inflation remained high, reaching nearly 40% by 2014 (Romig, 2014). The expansion of public education was supported by this period of economic prosperity, allowing for increased investment in the sector.

Later, from 2015, with the government of Macri (2007-2015), Argentina faced an economic crisis characterised by high inflation, currency devaluation, and rising external debt. In December 2015, Macri lifted foreign exchange restrictions, leading to a 30% devaluation of the Peso and rising unemployment (Gannius, 2015). The government’s removal of export restrictions caused price hikes in staple goods, further straining the population. These economic challenges directly impacted government finances and the resources allocated to education.

During Alberto Fernández’s government (2019-2023), the economic crisis worsened by the COVID-19 pandemic, leading to significant financial strain. In 2019, inflation hit a 28-year high of 53.8%. The pandemic severely affected SMEs, with many unable to pay salaries and expenses, resulting in potential closures. By 2023, inflation exceeded 100%, further impacting public sector resources and the broader economy (Gozzi, 2023).

Milei Government and the Current Argentine Education Policies

Following Javier Milei’s election, significant budget cuts were made across various sectors, including a 52% reduction in education funding (Rivas Molina, Centenera, & Lorca, 2024). This is part of Milei’s proposed “Reforma Global de la Educación” (Global Education Reform), which aims to restructure the education system to align with his principles. The reform includes external evaluations for teachers and introduces national exams for high school completion. These changes are seen as a threat to teacher stability, autonomy, and the integrity of educational content, with private entities gaining increasing control (Marron, 2024).

Additional reforms include the promotion of hybrid learning, reduced regulation on teacher conditions, the reinstatement of university fees for foreign students, and diminishing university financial autonomy. Commercial advertisements in schools and restrictions on workers’ right to protest also form part of this package. These changes signal a shift towards a market-driven system, potentially excluding disadvantaged students from higher education. The reforms have faced resistance from unions, student groups, and education advocates who are fighting for a public and inclusive education system (Marron, 2024).

 

Conclusion

Argentina’s educational system has undergone significant transformations over the years, shaped by historical milestones such as Law 1420 and the National Education Law of 2006. These legal frameworks aimed to expand access to education, promote inclusivity, and address regional inequalities, while also responding to the challenges posed by political and economic instability. In particular, the 2006 law marked a pivotal moment by making secondary education compulsory and enhancing the focus on inclusivity, such as the introduction of Comprehensive Sexual Education. However, despite these advances, Argentina’s education system continues to grapple with persistent challenges, such as funding discrepancies, regional disparities, and the need for digital integration.

The recent policy changes under President Javier Milei, including significant budget cuts and reforms aimed at restructuring the education system, represent a sharp departure from the inclusive, state-driven approach of the past. These changes, which include the introduction of external evaluations, hybrid learning models, and a greater role for private entities, have been met with widespread resistance. Critics argue that these reforms could undermine the stability and autonomy of teachers, exacerbate inequalities, and further exclude disadvantaged students from higher education. As such, the ongoing debate surrounding these reforms highlights the tension between market-driven educational models and the push for a more equitable and public education system in Argentina.

References

Gannius, D. (2015). Retenciones: El costo fiscal de la quita dispuesta por Macri. El Destape Web. Retrieved from https://www.eldestapeweb.com/retenciones-el-costo-fiscal-la-quita-dispuesta-macri-n13174

Gozzi, L. (2023). Argentina inflation soars past 100% mark. BBC. https://www.bbc.com/news/world-latin-america-64960385

Marron, L. (2024). How Milei’s measures affect education?. De La Calle. https://delacalle.org/como-afectan-a-la-educacion-las-medidas-de-milei/

Ministerio de Cultura. (2020). Ley 1420: piedra fundacional de la educación argentina. https://www.cultura.gob.ar/ley-1420-el-gran-avance-en-los-derechos-educativos-de-los-ninos-y-nina-10724/

Ministerio de Educación. (2006a). Ley de educación nacional. http://bnm.me.gov.ar/giga1/normas/5421.pdf

Ministerio de Educación. (2006b). Ley de educación nacional (Ley No. 26.206). . https://www.argentina.gob.ar/educacion/validez-titulos/glosario/ley26206

Ministerio de Justicia (2002). Conectar Igualdad. https://www.argentina.gob.ar/justicia/derechofacil/leysimple/educacion-ciencia-cultura/conectar-igualdad

República Argentina (1993) Ley 24.195 – Ley de educación nacional. https://www.argentina.gob.ar/normativa/nacional/ley-24195-17009/texto

República Argentina (2005) Ley de financiamiento educativo. https://www.argentina.gob.ar/normativa/nacional/ley-26075-112976/texto

Rivas Molina, F., Centenera, M. & Lorca, J. (2024). Milei, una motosierra que desguaza el Estado. El País. https://elpais.com/argentina/2024-10-13/milei-una-motosierra-que-desguaza-el-estado.html?utm

Romig, S. (2014). Argentina’s economy contracted, hurt by inflation. The Wall Street Journal.

Olivares, J. (2024). The impact of the National Education Law on the development of secondary education for young people and adults in Argentina. Revista IICE, (55). https://doi.org/10.34096/iice.n55.13289

By Valeria Romano

Introduction

As the Palestinian genocide unfolds in front of our eyes, Palestinian people, scholars and journalists around the world reflect on the future of the nation. Israeli troops destroyed civilians’ houses, healthcare buildings, cultural centers, and educational institutions. In October 2024, Palestinian schools- which are now operating as bomb shelters- suffered from 64 raids[i] (Lister, Ibrahim, and Michaelis, 2024). Israeli troops killed more than 38,000 Palestinians since October 7th and the number is most likely higher, given the corpses still under the rubble and the indirectly death causes specifically, people killed by the harsh living conditions created by the attacks[ii] (Al Jazeera, 2024). Of the verified deaths, 44% are school-aged kids, which adds to the 2199 kids killed by Israeli raids between 2000 and 2021[iii](Farajallah, 2022, p. 113). Moreover, at least 17,000 Palestinian kids are living separated from their parents, and more than ten children a day lose their limbs[iv] (Child Rights Committee, 2024). Israeli authorities attack the future of Palestine by aiming at its schools -the core of education, thus of societies and cultures- and its children, who are forced to live through constant warfare. Experiencing war-related traumas highly impacts children’s prospects. This paper will delve into the consequences of chronic warfare on children’s mental health and a country’s academic infrastructure.

The article will start by presenting a brief historical background on the Occupied Palestinian Territories; then, it will unveil the mental health effects of experiencing constant conflict-related stress, connecting it to the case of Gaza -and education. Both Palestinians living in Gaza and Palestinian refugees will be focused upon

 

Background

Palestine, officially the Occupied Palestinian Territories (OPT) is a country in the Levantine. It encompasses the Gaza Strip and the West Bank.

From the Bronze Age to the Middle Ages, various populations came and conquered the region, including Assyrians, Babylonians, Persians, and Mamluks, just to name a few. In 1516, Palestine became part of the Ottoman Empire. The Ottomans ruled the region until the end of the First World War and Palestinian cities became pivotal commercial sites[v] (The Institute For Palestine Studies, 2016). As the Ottoman Empire was defeated in the war and its land split, the British got a mandate from the League of Nations to establish their administration in the Palestinian region. Such mandate was made on the promise of “the establishment in Palestine of a national home for the Jewish  people.”[vi] (Britannica, 2018). The start of British rule correlates with the tensing up of the relationships between different religious groups that during the Ottoman Empire lived together peacefully. The hostilities peaked in 1947, when Palestine was divided into two States: Israel, for Jewish people, and Palestine, for Arab natives. Despite the premises, the partition did not fulfill the peaceful prospects, as already in 1948 Israel started experiencing disputes with nearby territories. The Nakba ended with various armistices, de-facto Israeli borders, and Palestinian displacement, as 400, or more, Palestinian-Arab towns were destroyed[vii] (Britannica, 2024). Since then, people in the OPT experienced one raid after another, and rebelled against them: the Six Days War (1967), the First Intifada (1987–1993), the Al-Aqsa Intifada (2000–2005), the Operation Cast Lead (December 2008 –January 2009), the Operation Pillar of Defense (November 2012), the Operation Protective Edge (July–August 2014), the Unity Intifada (May 2021)[viii] (Farajallah, 2022, p. 113 ).

 

War Trauma and Gazan kids

In recent years, scholars have carried out several research projects on the effects of chronic warfare on the mental state of young people. Such consequences depend on various factors: the violence one witnessed, the duration of the conflict, and the socio-cultural meaning of [mental] health. The most common psychological disorder affecting young kids is PTSD – Post-Traumatic Stress Disorder-[ix] (Catani, 2018, pp. 104-105), whereas, in later childhood, externalization of behavioral symptoms is more common, such as conduct defiant disorder[x] (Frounfelker et al, 2019) . Other consequences include sleep problems, panic attacks, attention deficit hyperactivity disorder, and depression[xi] (idem.). Moreover, war-related trauma also manifests in family and peer interactions, and stigma, especially in post-conflict and post-migration settings. Experiencing chronic warfare causes epigenetic changes leading to potential long-term health and development alterations as living through armed conflict activates unique DNA methylation changes[xii] (Neuroscience News, 2024).

In the case of Palestinian children, researchers have examined the mental aftermath of the Second Intifada and found an increase in aggressiveness of parents towards their children, and vice versa, more frequent nightmares in school-aged kids, and worse grades[xiii] (Farajallah, 2022, p. 114). Children in Gaza witnessed at least three war-related traumatic events and 95% percent of them live in fear, constant grief- and depression, high emotional distress, and more than half have contemplated suicide[xiv] (Ghazy, 2022). The disorders mentioned above relate to impairments in daily functions[xv] (Schöler et al., 2024).

 

Chronic warfare is a multidimensional situation that deteriorates one’s mental health. Studies carried out in Western countries argue for a correlation between the disintegration of one’s psychological sphere and academic achievements. Lower depression and positive psychological well-being relate to better educational performance[xvi] (Duncan et al., 2021). Suffering from PSTD lowers the chances of completing educational milestones, including finishing compulsory education[xvii] ((Vilaplana-Pérez et al., 2020). Children with higher social skills are more likely to graduate[xviii] (Idem.).  Moreover, externalizing symptoms correlates to lower academic achievements, and having attention disorders predicts lower reading development and mathematical skills

Chronic warfare also impacts the structure and the “behind-the-scenes” of schooling. In traditional literature, conflict means fewer financial resources are meant for education improvements and that families cannot afford education-related expenses[xx] (UNICEF, 2016). Teachers may flee, and students stop attending lessons as schools become unsafe sites[xxi] (Idem.). However, these issues do not fully represent the situation in Gaza where nearly 90% of educational buildings have been destroyed or permanently damaged[xxii] (Inger et al., 2024). The attacks continue and Gazan students experience gaps and discontinuity in their education as schools closed in October 2023. Some volunteers have organized basic lessons in tents, but school-aged children are more worried about their next meal but spending their time selling objects in the street and searching for water with their parents[xxiii] (Stack & Shbair, 2024).

 

Palestinian refugees and education

The ongoing Israeli attacks on Palestinian territories have forced people to leave their homes, flee to other countries, and become refugees. This precarious status of becoming refugees leads to physical and mental health struggles, which are reflected in the education realm.

Scholars Livia Hazer and Gustaf Gredebäck (2023) identify three distinct stages of mental distress related to the status of refugees[xxiv]. The first one is premigration  which it relates to living through war, thus, not having basic conditions met and the disintegration of family ties[xxv] (Idem, 3). The second one, perimigration, arises from the trauma of displacement[xxvi] (Ibid.). Displacement is associated with social and structural trauma(i.e. prolonged bureaucratic migration processes and multiple relocations) interpersonal trauma(i.e. exploitation and discrimination). Moreover, children suffer from the interruption of education. Palestinian refugee kids displaced to the Gaza Strip, the West Bank, Lebanon, Syria, and Jordan attend schools provided by UNRWA. In the West Bank, such educative institutions represent a “safe haven” for kids where they study and play with their friends. However, UNRWA-run schools do not provide shelter from Israeli violence when the two are close[xxvii] (UNRWA, 2023).  For example, pupils attending the school in Jalazone Palestine refugee camp do not feel safe due to its proximity to an illegal Israeli settlement- people living in the refugee camp, including children, have been detained and injured with tear gas and plastic bullets[xxviii] (UNRWA, 2021). Another problem lies in overcrowding, as UNRWA schools are small and resources are insufficient to provide good-quality education to all kids needing it[xxix] (Ibid.). Moreover, refugee kids and their families tackle additional problems regarding finance and documentation which prevent them from accessing higher studies[xxx] (United Nations). This point is particularly burning for Palestinian refugees as the absence of recognized statehood, and, consequently, citizenship rights, complicate the matter. Palestinians do not receive protection from international law when residing outside UNRWA’s operating zones.  As a result, they live through a liminality, compromised of legal ambiguity and invisibility, which affect education, their right to get an education, and the challenges they face while trying to get an education[xxxi] (Ahmed, 2023).  Since October 2023, 100 000 Gazans have escaped to Egypt and reside there without holding the “refugee status”. Thus, they are excluded from receiving humanitarian aid and legal documents and permits necessary for public school enrollment[xxxii] (Guergues, 2024). It is important to note that fleeing, as of November 2024, is incredibly hard and expensive, as the main border crossings are closed, and the few private companies assisting with trespassing demand high sums of money. Students awarded scholarships stumbled in bureaucratic, time-consuming mazes which made evacuation and pursuing education abroad impossible[xxxiii] (Ramadan, 2024).

 

Conclusion

Experts have accused Israel of committing a “scholasticide,” eliminating academic buildings, students, and teachers. The intense and violent raids attack Gazan schooling on two fronts: on the supply side and the demand side. Israeli forces have permanently destroyed most educational buildings, including universities. Furthermore, chronic warfare has tremendous consequences for the survivors, both physical and mental. Emotional distress and psychological disorders impact the daily and future lives of Gazan kids, including their education prospects. Belligerent attacks unleash a vicious cycle of destruction that manifests through the discontinuity of education impacting the next generations. While education appears to be an ancillary problem in a region, where people are struggling to secure water, medicine, and daily nutrition, it remains critical.  The topic cannot be erased from international discourses as its neglect will exacerbate Gaza’s long-term challenges and hinder the prospects of its people.

 

Reference List

 

A day in the life of a Palestine refugee student in the West Bank. (2021). UNRWA. https://www.unrwa.org/newsroom/features/day-life-palestine-refugee-student-west-bank

 

Al Jazeera. (2024). Gaza toll could exceed 186,000, Lancet study says. Al Jazeera. https://www.aljazeera.com/news/2024/7/8/gaza-toll-could-exceed-186000-lancet-study-says

 

Britannica. (2024). 1948 Arab-Israeli War | Summary, Outcome, Casualties, & Timeline | Britannica.  https://www.britannica.com/event/1948-Arab-Israeli-War

 

Britannica. (2018). Balfour Declaration | History & Impact. Encyclopædia Britannica. https://www.britannica.com/event/Balfour-Declaration

 

Catani, C. (2018). Mental health of children living in war zones: a risk and protection perspective. World Psychiatry, 17(1), 104–105. https://doi.org/10.1002/wps.20496

 

Child Rights Committee statement on children in Gaza. (2024). OHCHR. https://www.ohchr.org/en/statements/2024/02/child-rights-committee-statement-children-gaza

Duncan, M. J., Patte, K. A., & Leatherdale, S. T. (2021). Mental Health Associations with Academic Performance and Education Behaviors in Canadian Secondary School Students. Canadian Journal of School Psychology, 36(4), 082957352199731. https://doi.org/10.1177/0829573521997311

 

Farajallah, I. (2022). Continuous Traumatic Stress in Palestine: The Psychological Effects of the Occupation and Chronic Warfare on Palestinian Children. World Social Psychiatry, 4(2), 112. https://doi.org/10.4103/wsp.wsp_26_22

 

Frounfelker, R. (2019). Living through war: Mental health of children and youth in conflict-affected areas. International Review of the Red Cross. https://international-review.icrc.org/articles/living-through-war-mental-health-children-and-youth-conflict-affected-areas#footnote7_4a64345

 

Ghazy Randa. (2022). After 15 years of blockade, four out of five children in Gaza say they are living with depression, grief and fear. Save the Children International. https://www.savethechildren.net/news/after-15-years-blockade-four-out-five-children-gaza-say-they-are-living-depression-grief-and

 

Guergues, Azza. (2024). How Are Palestinians in Gaza Fleeing to Egypt? Foreign Policy; Foreign Policy. https://foreignpolicy.com/2024/08/15/gaza-palestinians-fleeing-egypt-refugees-rafah-crossing-israel-war/

 

Hazer, L., & Gredebäck, G. (2023). The effects of war, displacement, and trauma on child development. Humanities and Social Sciences Communications, 10(1), 1–19. https://doi.org/10.1057/s41599-023-02438-8

 

Inger, I., Sherif, Y., & Egeland, J. (2024). Education under attack in Gaza, with nearly 90% of school buildings damaged or destroyed. Save the Children International. https://www.savethechildren.net/blog/education-under-attack-gaza-nearly-90-school-buildings-damaged-or-destroyed

 

Investing In The Future Through Education of Palestine Refugees: UNRWA Marks International Day of Education. (2023). UNRWA. https://www.unrwa.org/newsroom/news-releases/investing-future-through-education-palestine-refugees

 

Ahmed, Nasim. (2023). Trapped in a legal black hole, Palestinian refugees in Turkiye dream of going home. Middle East Monitor. https://www.middleeastmonitor.com/20230830-trapped-in-a-legal-black-hole-palestinian-refugees-in-turkiye-dream-of-going-home/

 

Ottoman Palestine. (2016, March 2). The Institute for Palestine Studies. https://digitalprojects.palestine-studies.org/resources/special-focus/ottoman-palestine

 

Ramadan, A. (2024, November 22). In Gaza dreams die, but hope remains. Al Jazeera. https://www.aljazeera.com/opinions/2024/11/22/in-gaza-dreams-die-but-hope-remains

 

Schöler, N., Gal, G., Wissow, L. S., & Akihiro Seita. (2024). Stress and Trauma Symptoms in Young Palestine Refugee Children Following the May 2021 Escalation in Gaza. JAACAP Open. https://doi.org/10.1016/j.jaacop.2024.06.003

 

Stack, L., & Shbair, B. (2024). With Schools in Ruins, Education in Gaza Will Be Hobbled for Years. The New York Times. https://www.nytimes.com/2024/05/06/world/middleeast/gaza-schools-damaged-destroyed.html

 

Unicef. (2016). Violent Conflict and Educational Inequality Literature Review FHI 360 Education Policy and Data Center. https://www.epdc.org/sites/default/files/documents/Conflict%20and%20Inequality%20Literature%20Review%20FINAL.pdf

 

United Nations. Refugee education in crisis: More than half of the world’s school-age refugee children do not get an education. United Nations. https://www.un.org/en/academic-impact/refugee-education-crisis-more-half-worlds-school-age-refugee-children-do-not-get

 

Vilaplana-Pérez, A., Sidorchuk, A., Pérez-Vigil, A., Brander, G., Isoumura, K., Hesselmark, E., Sevilla-Cermeño, L., Valdimarsdóttir, U. A., Song, H., Jangmo, A., Kuja-Halkola, R., D’Onofrio, B. M., Larsson, H., Garcia-Soriano, G., Mataix-Cols, D., & Fernández de la Cruz, L. (2020). Assessment of Posttraumatic Stress Disorder and Educational Achievement in Sweden. JAMA Network Open, 3(12), e2028477. https://doi.org/10.1001/jamanetworkopen.2020.28477

 

War Impacts Child Development, Alters DNA – Neuroscience News. (2024). Neuroscience News. https://neurosciencenews.com/neurodevelopment-genetics-war-28091/

 

 

 

 

 

[i] Lister Tim, Dahman Ibrahim, and Tamar Michaelis. Around 70% of deaths in Gaza are women and children, says UN. 2024. https://edition.cnn.com/2024/11/09/middleeast/un-warnings-gaza-humanitarian-conditions-intl/index.html

 

[ii] Gaza toll could exceed 186,000, Lancet study says. 2024. https://www.aljazeera.com/news/2024/7/8/gaza-toll-could-exceed-186000-lancet-study-says

 

[iii] Farajallah, Iman. Continuous Traumatic Stress in Palestine: The Psychological Effects of the Occupation and Chronic Warfare on Palestinian Children. World Social Psychiatry. 2022

 

[iv] Child Rights Committee statement on children in Gaza. 2024. https://www.ohchr.org/en/statements/2024/02/child-rights-committee-statement-children-gaza

 

[v] Ottoman Palestine. Digital Projects-Institute for Palestine Studies. https://digitalprojects.palestine-studies.org/resources/special-focus/ottoman-palestine

 

[vi] Balfour Declaration. Britannica. https://www.britannica.com/event/Balfour-Declaration

 

[vii] 1948 Arab-Israeli War. Britannica. https://www.britannica.com/event/1948-Arab-Israeli-War

 

[viii] Farajallah, Iman. Continuous Traumatic Stress in Palestine: The Psychological Effects of the Occupation and Chronic Warfare on Palestinian Children. World Social Psychiatry. 2022:113. https://www.academia.edu/85404245/Continuous_Traumatic_Stress_in_Palestine_The_Psychological_Effects_of_the_Occupation_and_Chronic_Warfare_on_Palestinian_Children

 

 

[ix] Catani, Claudia. Mental health of children living in war zones: a risk and protection perspective. World Psychiatry 17, 1: 104-105. https://pmc.ncbi.nlm.nih.gov/articles/PMC5775132/

 

[x] Frounfelker, Rochelle L. et al. Living through war: Mental health of children and youth in conflict-affected areas. International Review of the Red Cross. 2019. https://international-review.icrc.org/articles/living-through-war-mental-health-children-and-youth-conflict-affected-areas#footnote7_4a64345

 

[xi] Idem.

 

[xii] War Impacts Child Development, Alters DNA. Neuroscience News. 2024. https://neurosciencenews.com/neurodevelopment-genetics-war-28091/

 

[xiii] Farajallah, Iman. Continuous Traumatic Stress in Palestine: The Psychological Effects of the Occupation and Chronic Warfare on Palestinian Children. World Social Psychiatry. 2022: 114. https://www.academia.edu/85404245/Continuous_Traumatic_Stress_in_Palestine_The_Psychological_Effects_of_the_Occupation_and_Chronic_Warfare_on_Palestinian_Children

 

[xiv] Gazhy, Randa. After 15 years of blockade, four out of five children in Gaza say they are living with depression, grief and fear. Save the Children. 2022.

 

[xv] Schöler, Nina,  Gilad Gal, Lawrence S. Wissow, and Akihiro Seit. Stress and Trauma Symptoms in Young Palestine Refugee Children Following the May 2021 Escalation in Gaza. JAACAP Open. 2024: 3. https://doi.org/10.1016/j.jaacop.2024.06.003

 

[xvi] Duncan, Markus, Karen Patte A., & Scott Leatherdale. Mental Health Associations with Academic Performance and Education Behaviors in Canadian Secondary School Students. Canadian Journal of School Psychology 36, 4: 335-357. 2021.  https://doi.org/10.1177/0829573521997311

 

[xvii] Vilaplana-Pérez, Alba et al. Assessment of Posttraumatic Stress Disorder and Educational Achievement in Sweden. JAMA Network Open 23, 2. 2020. https://pubmed.ncbi.nlm.nih.gov/33289847/

 

[xviii] Ibid.

 

[xix] Ibid.

 

[xx] Violent Conflict and Educational Inequality. UNICEF. 2016. https://www.epdc.org/sites/default/files/documents/Conflict%20and%20Inequality%20Literature%20Review%20FINAL.pdf

[xxi] Ibid.

 

[xxii] Ashing Inger, Yasmine Sherif, and Jan Egeland. Education under attack in Gaza, with nearly 90% of school buildings damaged or destroyed. Save the Children. 2024. https://www.savethechildren.net/blog/education-under-attack-gaza-nearly-90-school-buildings-damaged-or-destroyed

 

[xxiii] Stack, Liam and Bilal Shbair. With Schools in Ruins, Education in Gaza Will Be Hobbled for Years. New York Times. 2024. https://www.nytimes.com/2024/05/06/world/middleeast/gaza-schools-damaged-destroyed.html

 

[xxiv] Hazer, Livia and Gustaf Gredebäck. The effects of war, displacement, and trauma on child development. Humanities and Social Sciences Communications 10, 909. 2023.

 

[xxv] Idem., 3.

 

[xxvi] Ibid.

 

[xxvii] Investing In The Future Through Education of Palestine Refugees: UNRWA Marks International Day of Education.

UNRWA. 2023. https://www.unrwa.org/newsroom/news-releases/investing-future-through-education-palestine-refugees

 

[xxviii] A day in the life of a Palestine refugee student in the West Bank. UNRWA. 2021. https://www.unrwa.org/newsroom/features/day-life-palestine-refugee-student-west-bank

 

[xxix] Ibid.

 

[xxx] Refugee education in crisis: More than half of the world’s school-age refugee children do not get an education. United Nations. https://www.un.org/en/academic-impact/refugee-education-crisis-more-half-worlds-school-age-refugee-children-do-not-get

 

[xxxi] Ahmed, Nasim. Trapped in a legal black hole, Palestinian refugees in Turkiye dream of going home. Middle East Monitor. 2023. https://www.middleeastmonitor.com/20230830-trapped-in-a-legal-black-hole-palestinian-refugees-in-turkiye-dream-of-going-home/

 

[xxxii] Guergues, Azza. How 100,000 Palestinians Are Surviving in Egypt Without Refugee Status. Foreign Policy. 2024. https://foreignpolicy.com/2024/08/15/gaza-palestinians-fleeing-egypt-refugees-rafah-crossing-israel-war/

.

[xxxiii] Ramadan, Abdallah. In Gaza dreams die, but hope remains. Al Jazeera. 2024. https://www.aljazeera.com/opinions/2024/11/22/in-gaza-dreams-die-but-hope-remains

 

 

[CG1]in order to avoid using “paper” again

 

[CG2]I understand what you mean but for clarity you should clearly state who is them. Or maybe you want to say they rebelled against the raids so then add an “against” them

 

https://pubmed.ncbi.nlm.nih.gov/33289847/

 

[CG4]I would rather rephrase this as:  including their educational prospects. Would leave out “as well”