; Whereas education supports children’s safety and well-being as part of child protection strategies; Whereas education accounts for less than 2 percent of total global humanitarian funding and child-specific protection programs account for 0.53 percent; Whereas girls and boys experience conflict differently, encounter distinct gender-related barriers to education, and require gender-responsive and context-specific approaches to education, child protection, and health services, including mental health and psychosocial support programming; Whereas girls, children with disabilities, and those impacted by traumatic experiences living in conflict contexts face significant barriers to access, enrollment, and attendance in schools; Whereas access to quality educational opportunities can contribute to peace and security as well as mitigate factors that lead to conflict and displacement; and Whereas Congress passed the Reinforcing Education Accountability in Development Act ( Public Law 115–56 ), and the Protecting Girls’ Access to Education in Vulnerable Settings Act ( Public Law 115–442 ), which recognize the importance of education in crisis and conflict situations, and require reporting on progress toward a comprehensive United States strategy to promote quality basic education in partner countries and address the needs of displaced girls: Now, therefore, be it