“There are places where,” a teacher in Norte de Santander recently told us, an apartment northeast of Colombia. Despite and between the government and the armed non -state groups, attacks against education in rural areas continue. Only in the four departments covered by our recent survey, we documented more than 600 attacks against schools, teachers and students since 2020. More than 140 students and teachers were injured or dead in these attacks.
Some of the most common were shooting near schools, occupation of schools by armed forces or armed groups, extortion and threats against teachers, and on the roads to school. About 20% of students had learning difficulties after attacks, and girls were more likely than boys to abandon their studies. Indigenous and Afro -Colombian students, as well as those with disabilities, were also disproportionately affected.
About 25% of teachers reported symptoms of post -traumatic stress disorder after an attack, with slightly more affected women than men. Sleep problems, a constant alert state and feelings of hopelessness were too common. Many teachers also said that colleagues fled from the area after an attack, which resulted in less teachers in the affected areas.
Girls were more likely than boys to abandon their studies. Indigenous and Afro -Colombian students, as well as those with disabilities, were also disproportionately affected.
On September 9, international day is commemorated to protect the education from attacks. As this date recalls, there are many specific steps that can be given to prevent and respond to these violations. But affected teachers must participate in the design of these answers.
Among the majority of the 800 teachers we interviewed in rural areas affected by the conflict, their main concern for their schools was insecurity and violence. This far exceeded other concerns, such as teacher training, the lack or low quality of learning materials, or the carelessness of students at home. A teacher said: “We were doing a learning activity with the students … when, suddenly, a shooting was unleashed, forcing us to take refuge behind the school walls. The confrontation lasted about two hours … later, the parents came to pick up their children, who were safe and healthy.”
Teachers would like to see several concerns prioritized. The first is. A professor from Antioquia said that, since the conflict will not change overnight, “it would be best to have continuous psychosocial support in school and for all children.” A fifth of the rural teachers told us that in their schools there was no security measure for teachers, not even locks in the doors. Teachers ask for safer facilities and school routes, including early alert systems, training and safety protocols, and safe transport. A quick and safe relocation is also a priority after receiving a threat, in addition to higher investments in the educational and justice system.
Affected teachers demand structural and durable changes that make schools in peace construction centers and spaces that promote socio -emotional development and well -being of students and personnel.
After an attack, the reopening of primary, rural schools and those who serve indigenous students should be prioritized. The attacked schools documented in this survey remained closed for thousands of days together, which meant that students did not learn or do so in precarious conditions through virtual or radio classes. The average closure was one week, but some remained closed for months. The difference did not seem due to greater damage or longer repairs; Instead, these types of schools were the slowest to reopen.
A quick and safe relocation is a priority after receiving a threat, in addition to higher investments in the educational system and justice
To keep students and teachers safe, armed actors must refrain from occupying schools. Not only because this prevents students from receiving quality education, but also puts school at risk of attack by rival forces or groups. In our survey, 66 schools attacked were recorded while they were busy.
Police stations and military bases must be transferred away from schools, since their proximity endangers students and teachers. Up to 40 schools located near police or military bases suffered shootings in their surroundings or had close (some on multiple occasions), when non -state armed groups attacked the security forces. These attacks forced students to take refuge and, often led to the closure of schools. Teachers have long asked for danger from schools, including the transfer of police stations. A primary school in Nariño said that his greatest concern for the security of his school was his “closeness to a police substation”.
The international community – speakers, partners and humanitarian organizations – should support the implementation of these policies. And teachers who work in contexts affected by conflicts must be involved
Colombia has taken several important steps to protect education. In addition to signing the government, the government developed an action plan and an integral educational policy for all types of risks and threats. To guarantee long -term sustainability, the action plan and educational policy must be in the agendas and budgets of the departmental ministries, and its local implementation must be supported by a wide range of actors.
The international community – speakers, partners and humanitarian organizations – should support the implementation of these policies. And teachers who work in contexts affected by conflicts must be involved. By giving them an active role in the design of protocols and implementation, we can develop localized and practical solutions that make schools more safely to children, teachers and communities.
The shared figures come from the Colombian panel in Trace, launched on September 9 to commemorate the International Day to protect the education of attacks. The track Attacks on Education Data Portal (Trace) is a tool for journalists and researchers, as well as for experts in education, protection and law, which seeks to make the attacks make visible and formulate better answers. The survey documented attacks against education using Kobotoolbox in areas affected by the conflict in four departments of Colombia. The project was carried out by Kobo, in collaboration with the CID and the Global coalition to protect the education of attacks, and with the support of the Education Above All Foundation.
