Isa, SanaD'Angelo, SophiaBarón, Juan D.2024-06-032024-06-032024-06-03https://hdl.handle.net/10986/41639Pakistani children have faced nationwide and severe disruptions to their schooling over the past several years, first due to the COVID-19 pandemic and then the 2022 floods. Given the country’s vulnerability to climate change, these disruptions are likely to increase. This note explores the government’s response to COVID-19 and school closures in Pakistan; it shows how data disaggregated by gender, household location, and other variables can inform a more effective and inclusive education response and build the education system’s resilience to future emergencies.en-USCC BY-NC 3.0 IGOEDUCATION AND ECONOMIC GROWTHSCHOOL MAPPINGEDUCATION ACCESS AND EQUITYSCHOOL-BASED MANAGEMENTGENDER AND GROWTHCORONAVIRUS (COVID-19)GOOD HEALTH AND WELL-BEINGSDG 3QUALITY EDUCATIONSDG 4GENDER EQUALITYSDG 5BriefWorld Bank10.1596/41639