There are 1.4 million school-age children affected by the war in Syria who are living as refugees in the neighbouring countries: Lebanon, Jordan, Turkey, Iraq and Egypt. More than half of these children are out of school. 

Over the last three years, Lebanon alone has taken into its public education system 150,000 children who are refugees from the conflict in Syria. In Lebanon, there are only 150,000 Lebanese children in the public education system. So the influx of refugee children has meant that every state school in Lebanon has had to double in size.

In addition, children who are joining the schools have been subject to severe stress. They have been moved from what was once the security of their homes in Syria. They have seen things that no one – let alone a child – should ever see. And their families are under severe economic stress because of the great difficulty that refugees have finding work in Lebanon.

The Lebanese people deserve enormous credit for what they have already done to help Syrian children go to school: schools have introduced a two-shift system; teachers are working longer and longer hours to support the refugee children.

But it is not enough. Education is a human right, and it is the means by which society equips children with the skills and knowledge they need to thrive in the world. It also saves lives, protects and builds peace.

There are a further 150,000 children who should be in school, but are not. Although teachers have received some support to help them assist severely stressed children with learning, more needs to be done. Although there is an enormous need to provide support for the youngest children, the provision for pre-school support for refugees is pretty much non-existent.

The Bekaa Valley is a 60-minute drive from Beirut and 60 minutes from the Syrian border. In the gaps between the houses and on random fields in the agricultural areas, landlords have let out spaces to communities of refugees for informal settlements. These consist of flimsy shanty huts. It is the children in these settlements that Save the Children is supporting.

One of our projects involves providing early childhood support. We have helped communities to find the space and the materials to run early childhood development activities for three to six year olds. The spaces are temporary. We use tents or unfinished buildings; buildings that the owner had started to build but are now unfinished shells. We rent the shell, put in polythene windows, carpets and partitions, and create a serviceable space.

We have also helped to find Syrian refugees to act as facilitators (very often refugees who were fully qualified teachers in Syria) alongside facilitators from Lebanon. The centres are packed with young children. They are playing, they are singing. They are drawing and colouring.

But, above all, these children are developing their skills. They are learning how to socialise with children of their own age. They are understanding what a book is; how to hold a pencil. They are sorting objects and starting to understand basic numeracy. This is all done through fun activities and play. Activities that would be recognisable in pre-schools across the world.

The centres are very popular with the children and with their parents. It is the sight of children engaged and happy and learning, despite the horrendous experiences they have suffered, that confirms that the work you do is having a genuine and positive impact on the lives of some of the most deprived children.

Most Syrian children attend the afternoon shift of the schools. In the morning we run sessions for a couple of hours, where they can get additional support for their learning. Save the Children's support goes well beyond simply making sure they do the exercises they have been set as homework. It's effectively remedial help across all the subjects that they are learning. The sessions are wildly popular. The group I visited had forty children in a small – very small - room with four teachers who were providing fantastic assistance. Despite the cramped conditions, the children were taking extraordinary steps in their learning.

Children like the ones I met in the Bekaa Valley have suffered enormously. They are facing an insecure and uncertain future. They have no idea when they will be able to go back to their homes in Syria. But they are determined that they are not going to be left behind. They are determined to do what they can to learn. Their parents are determined to help them.  And we are determined to make sure that they have their right to learn fulfilled.

* all names have been changed to protect identity