During the 2023-2025 war in Gaza, around 97% of the schools sustained some level of damage, with almost 92% of them in need of full reconstruction or major restoration to be functional again (Education Cluster, 2025). More than 650,00 students lost two years of formal education and became reliant on initiatives from organizations or individual teachers. Therefore, the role of teachers during those times is critical to students’ education and well-being. This study explored the experiences of a Palestinian teacher educating children during the war, shedding light on the challenges educators face while teaching in war zones. It highlighted the essential role of education as a form of resistance and hope. The study examined the teacher’s motivations and coping mechanisms that helped her remain committed to education despite the significant dangers she and the students encountered daily. It also examined the impact of war on students, teachers, and the education process. This research used a case study to highlight the transformative power of education and the dedication of teachers in war zones.
The study found that teachers and students in war zones experience trauma from bombing, loss, displacement, and hunger. Despite these experiences, teachers strove to provide students with education to instill hope and improve their well-being. Students were resilient and determined to continue their education. The study highlighted the need for programs to support the well-being of students and teachers alike. It also emphasized the crucial role that family and faith played in supporting the teacher’s resilience. Through its findings, the study contributes to the growing literature on emergency education, especially during wartime, and serves as a reference for policymakers, humanitarian organizations, and educators in war zones.