UNICEF allocates about 60% of its education resources to children living in humanitarian settings, in a humanitarian context. That's come up in the four years I've been in this job. It's mainly because there are increasing humanitarian situations, unfortunately. We're now at about 60% of our global education resources.
To answer your question, it depends on each context, but the reality is that the challenges children face are compounded or become exponential. If I am living in a poor area, if I get affected by a flood, if I am disabled, if I'm a girl of adolescent age and if I live in a poor household, those challenges exponentially interplay. It goes from not only being challenging... It's not 50% of children. It goes to a 1% chance that those children can attend school or continue their learning.
The bottom line is that children with disabilities living in humanitarian crises are exponentially disadvantaged, because not only is living in a crisis a challenge, but they are disabled. Unfortunately, despite our best efforts as a humanitarian community, we continue to collectively fail those children in the vast majority of contexts. This comes back to my strong recommendation. When responding to a crisis, start with the children most affected, the most marginalized, and work backwards. That will benefit all children.