The war in Ukraine and its impact on education

Commencing on the 24th of February 2022, the full-scale Russian invasion of Ukraine has led to unfathomably disastrous outcomes, both internationally and within both countries. Of course, the scale of destruction had mapped onto virtually every aspect of the political, economic, and socio-cultural functioning of Ukraine’s society. Leaving no one unaffected by its persistent brutality, Russia’s military adventurism has highlighted the particularly pertinent problems surrounding the daily struggles of educational institutions, their children and their staff in producing a safe and stable environment that is conducive to the educational needs of the youth.

This article breaks down the Ukrainian educational struggles in the context of the waging of a genocidal war by its belligerent neighbour. Furthermore, contemporary innovative solutions to some of these educational issues will be outlined – as well as an assessment of their utility. Lastly, it is of essence to avoid perceiving these educational struggles as isolated cases specific to the Russo-Ukrainian War. On the contrary, these struggles must necessarily be understood in connection with other parts of the world which are consumed by the devastating impacts of chauvinism and warfare. Only from this comparative understanding can one begin to construct a fruitful perspective that is solutions-based, as opposed to the simple dissemination of platitudes devoid of meaning.  

Background Information 

The onset of the war has caused widespread devastation, particularly in the five oblasts (regions) affected the most being Donetsk, Luhansk, Zaporizhia, Kherson and Kharkiv. As of the 9th of November 2023, over 3,790 educational facilities have been either damaged or totally destroyed. These are often the result of “aerial attacks, artillery shelling, rocket strikes”, and in certain cases even cluster munitions (Human Rights Watch, 2023). It is the imprecise nature of Russian weaponry that particularly causes them to indiscriminately shell and strike civilian infrastructure, if not also the vile disregard for the laws of war on the part of the invading army. As such, it is not uncommon for pupils’ school days to be interrupted by siren alerts forcing them to flee into a bomb shelter. There has even been evidence of deliberate striking of schools, with the shelling of one such building with the word “children” written in large as a message in front of it (CNN, 2022). 

In addition to this, there has been extensive occupation of schools by Russian troops, who utilize the space to store munitions, weaponry, vehicles, tanks, amongst other military equipment. The military-use of schools strictly breaches the laws of war. Launching attacks from such locations causes a reciprocation from the Ukrainian counter-battery fire, thus leading to even further destruction of schools. Beyond the exploitation of educational facilities for military purposes, there has been comprehensive evidence of the Russian army engaging in not uncommon looting and pillaging. The stolen equipment includes, but is not limited to, desktops and laptops, televisions, interactive whiteboards, and heating systems. The Human Rights Watch has summarized this by stating “what was not stolen was often broken”. Before ultimately leaving the premises, Russian forces engage in destruction and vandalism, often denoting hateful sentiment towards Ukrainian people (Human Rights Watch, 2023).  

The question should then be posed: how are students able to continue their studies given such wholescale destruction of their schools? Students who have found themselves without feasible schooling options had to resort to continue their studies from a different school in another area. Although moving is expensive, time-consuming, and therefore is not an option for the majority of people along the front lines, if not actively assisted by the government (which is also not always possible). Students became accustomed to studying in shifts, in between sirens, as well as remotely. The last option was made redundant to a great extent, given that Russia has deliberately and over a prolonged period of time targeted civilian infrastructure such as power and electricity stations, including the hydroelectric Kakhovka Dam in the Kherson region. In the rough conditions of power outages, major floods, and routine shelling multiple times a day, it is unsurprising that these adjustments have been insufficient in the face of Russia’s brutality. Therefore, the physical devastation of educational facilities has significantly impacted Ukraine’s ability to commit to the Universal Declaration of Human Rights which plainly states in Article 26 that “everyone has the right to education” (UDHR, 1948).  

These educational struggles had not commenced only in 2022. Violent ethnic conflict was raging in the Donbas since the beginning of 2014, which already produced devastating realities for students, staff, and the entirety of the educational sector. This was further exacerbated by the effects of the global pandemic, Covid-19. At just about the time that Covid-19 was starting to subside, the full-scale invasion of Ukraine was launched. As such, for the past decade, students and staff were unable to catch a break as the situation progressively went from bad to worse to inconceivable as it stands today. The laws of war simply do not exist for the invading forces who have rampaged through thousands of schools and other educational facilities, using them for the purposes named above as well as for the detainment, torture, and execution of innocent civilians.  

Solutions in the Context of War 

In order for the educational system to continue apace, some modifications were needed to be made. Ukraine began establishing shelter zones in schools (Visit Ukraine, 2023). These were visited quite frequently as a result of the daily shelling and provided the security the students needed to maintain their education. Taking exams and going to lessons in an underground bomb shelter is far from an uncommon occurrence in Ukraine. In Kharkiv, the government has resorted to building “bunker schools” in the subway for a more safe, stable, and quiet environment conducive to studying, as the explosions will not be heard (CNN, 2024).  Further adding onto the stress for students and staff are the conditions of working in irregular shifts to ensure as many students are accommodated as possible. Whereas remote learning remains interrupted by the incessant shelling of Ukraine’s power infrastructure.  

An additional class was added to the educational curricula for all students. Announced by Ukrainian Deputy Interior Minister Kateryna Pavlichenko, ‘safety classes’ were introduced in schools. These special classes were dedicated to the critical important knowledge of life safety and civil defence (Visit Ukraine, 2022). Such practical information must be imparted upon the youth in order for them to understand how to behave in numerous circumstances, as well as the necessary precautions to be taken in an active war zone.  

Concluding Remarks 

The nature of the educational struggles in light of the Russia’s invasion of Ukraine have been examined, and the innovation that Ukraine has witnessed in solutions to these educational struggles have been duly noted. However, it is of essence to note that these need not be considered as solutions per se. The accommodation that Ukraine has made to the functioning of educational institutions should instead be construed as a temporary band-aid, one that harshly scratches the surface of the real problems facing many millions of children, teachers, and others included in the process. As such, our attention must shift to the source of boundless suffering – Russian imperialism.  

A long-lasting peace settlement is essential to the stability of educational institutions, and a critical necessity for the wellbeing of students all over Ukraine. However, this settlement must not be on the terms of the invader. That does not solve the problems of the educational issues students face in the temporarily occupied areas of Ukraine. The peaceful settlement of the conflict will necessary be on Ukrainian terms, including the necessary persecution of war criminals responsible for the decimation of Ukrainian education. For now, Ukraine is valiantly fighting for its freedom and independence from Russian aggression. Children had nothing to do with the decision to begin the invasion, yet they are ultimately paying the highest price. The end of Russia’s war on Ukrainian children is long overdue.   

References

Ukraine: Education disruption due to war

In February 2022, Russia initiated a full-scale invasion of Ukraine, a conflict that has since disrupted the education of over 5 million children, as reported by UNICEF. Despite the current relative calm and the diversion of public attention to other conflicts, the ongoing struggle of Ukrainian children to access education remains evident. This is underscored by the declining learning patterns in the PISA 2023[i]  results.

UNICEF has been actively working to reconstruct an environment conducive to education for Ukrainian children. Thousands of schools, pre-schools, and other educational facilities have been targeted by continuous attacks, consequently, Ukrainian children struggle to gain access to education. This, coupled with parental concerns for their children’s safety, has led to reluctance to send children to school. [ii]

Education is of utmost importance during times of war for several reasons. It fosters mental health by providing a routine and a sense of normalcy and stability. Moreover, it is fundamental for the post-conflict perspective of the Ukrainian population. The longer a child is kept out of school, the less likely they are to return. Therefore, limiting time away from school is incredibly important. Education also provides the skills and qualifications needed to build lives for oneself and prosperity for one’s community[iii]. In the long term, a quality education promotes peace and post-conflict reconstruction. It helps young people develop the skills and qualifications they need to build lives for themselves and prosperity for their communities[iv]. Furthermore, education can foster resilience and unity among students, for instance, the Kyiv School of Economics has continued its educational activities and launched new projects focusing on the needs of business and society in Ukraine during war[v].

Most recently Russia attacked the capital, Kyiv, a hospital, school, kindergarten, morgue, and residential buildings were damaged in the attack, with the latest update stating that 53 people were injured. Twenty of them, including two children, were hospitalized as a result of the strikes[vi].

UNICEF has been collaborating with the Government to facilitate the return of children to education. This is achieved through various means, including in-person learning in classrooms when deemed safe, as well as online or community-based alternatives. Despite the numerous challenges, nearly two million children were able to access online learning opportunities. Additionally, 1.3 million children were enrolled in a mix of in-person and online learning. However, the attacks that primarily targeted energy sources and electricity have resulted in most failures in accessing education. This makes it impossible for children to continue their education.[vii]

In conclusion, the conflict in Ukraine has disrupted the education of millions of children, a situation that has been further complicated by the destruction of educational facilities and the diversion of public attention to other conflicts. Despite these challenges, UNICEF has been actively working to reconstruct an environment conducive to education for Ukrainian children. Considering the role of the United Nations in this situation is crucial. It is not only a matter of rebuilding schools and preschools, but also of ensuring that the Ukrainian children have access to education, regardless of their location, and provide psychological support. The United Nations, through UNICEF, has a unique opportunity to play a significant role in this situation[viii].

How war in Ukraine affects education

Written by Katerina Chalenko

On February 24, 2022, Thursday, at 3:40 am, a full-scale war broke out in Ukraine.

Undoubtedly, the hostilities in the country have a negative impact on the psychological and physical condition of the citizens, both children and adults. Entire families were forced to hide from constant shelling, leave their homes and flee to other regions or countries due the danger situation in the regions where they live.

The martial law in Ukraine has changed the lives of every citizen and affected all spheres of life.

EU projects on education and psychosocial support to children in Eastern Ukraine. Photo by EU Civil Protection and Humanitarian Aid on Flickr.

But how did the war affect education in Ukraine?

Within weeks of the invasion, nearly 16 million Ukrainians were forced to flee their homes and seek refuge abroad and in other parts of Ukraine. Many of these were women and children, causing significant harm to Ukraine’s majority female teaching force and their students.

During the COVID-19 pandemic, teachers around the world developed remote teaching skills. Now that the war has again divided their classrooms, Ukrainian teachers have adapted these skills to teach students across Europe and the world.

Like Ukraine itself, which has shown tremendous resistance, educators (teachers, professors, etc.) have continued their educational efforts despite enormous odds.  Since the military invasion, teachers have continued to teach their students in bomb shelters during active bombardment. Gas stations and grocery stores powered by generators are turning into centers for filming virtual lessons.

Ukraine’s response and persistent challenges to Education

Ukraine’s literacy rate is 99.8%, one of the highest in the world, and education is a source of national pride. In wartime, the Ukrainian government is working to adapt the education system to new realities.

The day after the full-scale invasion of Ukraine began on February 24, the Ministry of Education and Science of Ukraine recommended that the educational process in educational institutions of all levels be suspended and that students be sent on a two-week vacation. During this time, part of Ukraine’s territory was temporarily occupied, and a number of cities and villages (Mariupol, Chernihiv, Sumy, Kharkiv, and others) became the scene of active hostilities.

On March 14, the educational process began to resume in areas where the security situation allowed it.

Children who live far from the hostilities zone and did not move to other regions of Ukraine or abroad during the war are enrolled in full-time, distance, or mixed forms of education.

However, due to prolonged air raids and power outages of several hours, the educational process in the safe areas is also interrupted. After all, when teachers and students are in a shelter during an air raid or without electricity and, accordingly, high-quality Internet, participants in the educational process cannot continue either full-time or distance learning at this time. Therefore, students spend a significant portion of their school time studying on their own. All this only exacerbates educational losses.

Students, who have been forced to change their place of residence within Ukraine, sometimes even repeatedly, experience interruptions in their education and educational losses. For internally displaced students, one of the biggest challenges is adapting to a new environment and integrating into a new educational institution and establishing communication with teachers and peers. Loss or separation from loved ones, separation from friends, change of residence, stress from the events experienced, because someone left the very “center of hell” – all this causes psychological stress for the child.

One of the most difficult is the situation with children living in the hostilities zone or on the contact line or close to the hostilities zone. There is currently no information on the number of such children who remain close to these zones.

Children in these territories are in constant danger, under fire, forced to hide in basements or other safe places as far as possible. There is often no communication, electricity, gas, water, or heat supply in these areas, some of the houses are destroyed, and children have no more or less equipped shelter or refuge. Therefore, the main thing here is to preserve the lives and health of children, and the educational process should be implemented whenever possible – and only in those forms that do not expose children to additional danger. Some children do not study at all, while others study independently where possible. Therefore, this group of children will suffer the greatest educational losses. At the same time, as we have already noted, children in difficult life circumstances also need special attention.

Each group of students has two common problems. These are educational losses, which are different for all groups of students, because it is clear that children who live far from the combat zone and have not changed their place of residence will have less educational losses than other children. Therefore, each educational institution and each community should have an individual strategy for compensating for educational losses, as well as a general state Ukrainian strategy for compensating for educational losses.

Another common problem is the need for psychological assistance to all groups of students, the level of which will also vary depending on the circumstances experienced by the child.

Fear and hope in eastern Ukraine: education in the shadow of conflict. Photo by EU Civil Protection and Humanitarian Aid on Flickr.

Access to education requires

First, education in times of war is an important topic that requires cooperation between government agencies, aid organizations, and the international community to maximize educational opportunities and protect children in such difficult circumstances. Cooperation with local organizations, social workers, and independent experts is needed to ensure that educational opportunities for children are adapted and accessible.

Secondly, to ensure access to education during war, it is necessary to provide sufficient financial resources, appropriate infrastructure and equipment.

Thirdly, it is important to remember that education in time of war is not limited to learning with books. Children need a variety of educational opportunities, including social and emotional support, cultural activities, and access to media and technology.

Fourth, education should be adapted to the situation of war and meet the needs of children to help them adapt to life in difficult circumstances in the future.

And most importantly, one of the key aspects of education in times of war is ensuring the safety of children and teachers. During war, schools are often targeted, resulting in loss of life and destruction of equipment. Schools need to be secured to protect the lives of children and teachers and ensure the continuity of the educational process.                                              

In addition, education in time of war should be accessible to all children, regardless of their social status or religious affiliation. War-related migration and unequal access to education can lead to discrimination and exclusion of some children. It is necessary to ensure accessible and equal educational opportunities for all children to prevent discrimination and ensure equal chances for all children in the future. This requires cooperation with local organizations, social workers, and independent experts to develop and implement strategies to ensure that education is accessible to all children during war.

Students in Ukraine engage in leisure activities. Photo by UNICEF Ukraine.

Conclusions

For sure, war has a significant negative impact on education, but with the right efforts and support, it is possible to mitigate these effects and help children in the future. Of course, many students do not have access to educational programs or the opportunity to join online learning. Those students who have traveled abroad face language problems and struggle to adapt to a different learning system.

Despite the fact that every student was in a terrible and difficult situation, the educational process resumed in spite of everything.

References
https://texty.org.ua/fragments/108683/yak-vijna-vplyvaye-na-ukrayinskyh-shkolyariv-doslidzhennya/

https://eo.gov.ua/de-i-iak-navchaiutsia-ukrainski-dity-v-chasy-viyny-problemy-propozytsii-rekomendatsii/2022/11/16/

https://lb.ua/blog/olena_vyshniakova/543064_osvita_pid_chas_viyni_shcho_zminilosya_i_yak.html