The impact of war-induced displacement on the academic achievement of university students in Gaza

This study examines the impact of ongoing genocide, displacement, and systemic violence on the academic lives of university students in Gaza. Framed within a human security and critical education perspective, the research investigates how attacks on civilian infrastructure, forced displacement, and prolonged siege conditions shape students’ academic performance, access to learning resources, and psychological well-being. Data were collected through a structured questionnaire distributed online to students from multiple universities across Gaza during active conflict. The findings reveal acute disruptions in study time, severe limitations in digital and educational resources, and widespread psychological distress resulting from continuous bombardment and displacement. Despite these conditions, 60% of students reported continuing their studies, demonstrating significant resilience; however, this resilience occurs in the absence of adequate institutional, governmental, or humanitarian support. The results highlight how structural violence and the collapse of educational systems compound academic challenges and threaten long-term educational trajectories. The study underscores the urgent need for context-specific interventions that prioritise student safety, continuity of learning and psychosocial support. It contributes to broader debates on education under occupation and crisis, emphasising the necessity of protecting higher education in protracted conflict settings.