In Colombia, teaching or studying can mean “sacrificing one’s life.”

“There are places where teaching basically means sacrificing your life ,” a teacher recently told us in Norte de Santander, a department in northeastern Colombia. Despite the 2016 peace accords and ongoing negotiations between the government and non-state armed groups, attacks against education in rural areas continue. In the four departments covered by our recent survey alone, we documented more than 600 attacks against schools, teachers, and students since 2020. More than 140 students and teachers were injured or killed in these attacks.

Some of the most common incidents were shootings near schools, occupation of schools by armed forces or armed groups, extortion and threats against teachers, and recruitment of children on the way to school. Approximately 20% of students experienced learning difficulties following the attacks, and girls were more likely than boys to drop out. 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 women slightly more affected than men. Sleep problems, constant alertness, and feelings of hopelessness were all too common. Many teachers also reported that colleagues fled the area after an attack, resulting in fewer teachers in the affected areas.

Girls were more likely than boys to drop out of school. Indigenous and Afro-Colombian students, as well as those with disabilities, were also disproportionately affected.

September 9 marks the International Day to Protect Education from Attack. As this date commemorates, there are many concrete steps that can be taken to prevent and respond to these violations. But affected teachers must be involved in designing these responses.

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 outweighed other concerns, such as teacher training, the lack or low quality of learning materials, or student neglect at home. One teacher in Chocó recounted: “We were conducting a learning activity with the students… when, suddenly, a gunfight broke out, forcing us to take refuge behind the school walls. The confrontation lasted about two hours… Afterward, parents came to pick up their children, who were safe and sound.”

Teachers would like to see several concerns prioritized. The first is mental health support . A teacher in Antioquia noted that, given that the conflict won't change overnight, "the best thing would be to have ongoing psychosocial support in the school and for all children." One-fifth of rural teachers told us that their schools had no safety measures for teachers, not even locks on the doors. Teachers are calling for safer school facilities and routes, including early warning systems, safety training and protocols, and safe transportation. Rapid and safe relocation after receiving a threat is also a priority, as is greater investment in the education system and justice.

The affected teachers are calling for structural and lasting changes that transform schools into centers for peacebuilding and spaces that promote the socio-emotional development and well-being of students and staff.

Following an attack, the reopening of primary, rural, and Indigenous schools should be prioritized. The attacked schools documented in this survey remained closed for thousands of days combined, resulting in students either not learning or learning in precarious conditions through virtual or radio-based classes. The average closure was one week, but some remained closed for months. The difference did not appear to be due to greater damage or longer repairs; instead, these types of schools were the slowest to reopen.

A quick and safe relocation after receiving a threat is a priority, in addition to greater investments in the education system and justice.

To keep students and teachers safe, armed groups must refrain from occupying schools. Not only because this prevents students from receiving quality education, but also because it puts the school at risk of attack by rival forces or groups. Our survey recorded 66 schools attacked while occupied.

Police stations and military bases should be relocated away from schools, as their proximity endangers students and teachers. Up to 40 schools located near police or military bases suffered shootings or were landmines planted nearby (some on multiple occasions) when non-state armed groups attacked security forces. These attacks forced students to take shelter and frequently led to school closures. Teachers have long called for keeping danger away from schools, including by relocating police stations. A primary school teacher in Nariño said her greatest concern for her school's safety was its "proximity to a police substation."

The international community—donors, partner governments, and humanitarian organizations—should support the implementation of these policies. And teachers working in conflict-affected contexts must be involved.

Colombia has taken several important steps to protect education. In addition to signing the Safe Schools Declaration in 2022 , the government developed a comprehensive action plan and education policy for all types of risks and threats. To ensure long-term sustainability, the action plan and education policy must be included in the agendas and budgets of departmental ministries, and its local implementation must be supported by a wide range of stakeholders.

The international community—donors, partner governments, and humanitarian organizations—should support the implementation of these policies. And teachers working in conflict-affected contexts must be involved. By giving them an active role in protocol design and implementation, we can develop localized and practical solutions that make schools safer for children, teachers, and communities.

The figures shared come from Colombia's TRACE dashboard, launched on September 9 to commemorate the International Day to Protect Education from Attack. The Track Attacks on Education Data Portal (TRACE) is a tool for journalists and researchers, as well as education, protection, and legal experts, that seeks to make attacks visible and formulate better responses. The survey documented attacks on education using KoboToolbox in conflict-affected areas across four departments of Colombia. The project was carried out by Kobo, in collaboration with LA CID and the Global Coalition to Protect Education from Attack, and supported by the Education Above All Foundation.