Literacy under siege: Evaluating scalable interventions for displaced children in conflict-affected settings

Abstract

The global literacy crisis among conflict-affected children remains an urgent yet under-examined challenge. In countries such as Syria, Yemen, and Sudan, educational disruption caused by armed conflict and displacement severely impairs foundational literacy acquisition, reinforcing cycles of poverty, social exclusion, and long-term instability. Despite increased investment in education in emergencies, limited empirical evidence exists on the effectiveness, scalability, and sustainability of literacy interventions in crisis contexts. This study evaluates diverse literacy models through a qualitative case study of the Mrajeeb Al Fhood refugee camp in Jordan, complemented by expert interviews and secondary data from international assessments (PIRLS, PISA, TIMSS). The findings reveal that community-led literacy initiatives yield the highest learning gains but are often constrained by short-term funding and limited scalability. Digital learning platforms show potential but are hindered by access and infrastructure barriers. Trauma exposure emerges as a significant impediment to literacy development, highlighting the critical need for psychosocial support within education programs. By integrating global policy analysis with grounded fieldwork, the study provides actionable, evidence-based recommendations for developing trauma-informed, culturally responsive, and policy-aligned literacy interventions. It contributes to bridging the divide between emergency education responses and long-term national education planning for displaced learners.