آموزش و پرورش و ناتوانی در یک درگیری متناقض است: آیا کودکان دارای معلولیت کمتر در امر یادگیری و محافظت در دارفور کمتر هستند؟

In a context of conflict and protracted crisis such as Darfur, promoting education requires a lot of external effort to ensure access and positive learning outcomes for all children, including children with disabilities. Our study shows poor basic cognitive learning outcomes for all children and the limited effectiveness of the protection of children in schools. Improving learning outcomes and mental wellbeing of vulnerable children in conflict, crisis and protracted crisis contexts require multilevel and multipronged interventions within and outside schools.