Across the world today, hundreds of millions of learners, teachers, and school staff live extremely difficult lives in crisisaffected contexts, and experience daily violence, persecution, marginalization, and destitution as a result of armed conflict, displacement, or natural disasters. Despite the odds, they deploy tremendous efforts to continue to learn, teach, and work. How they manage to do this, and how they can be supported in such circumstances, is the subject of this book. Until recently, education was not considered to be a priority in crisis contexts. The conventional view was that resolving crises and providing humanitarian assistance came first, and that education was part of post-crisis reconstruction efforts (Burde, 2014). Following decades of advocacy and a gradual recognition that it was no longer possible to wait for crises to end, given their protracted nature and devastating effects on education, there has been renewed international attention to the plight of learners and teachers in crisis contexts. Supporting education in these situations, however, presents specific challenges, and it is key for education specialists, humanitarian actors, policy makers, and researchers to be equipped with a critically reflexive understanding of such contexts. This objective guided the European Union's Building Resilience in Crisis through Education (BRiCE) initiative. Over several years, four separate research and education consortia were funded with the objective of strengthening our collective understanding of the effects of different types of crises on education, and how learners, teachers, and learning communities can be supported. This book presents some of the key results of these research projects, which combined different research approaches to study education in several crisis-affected countries in Sub-Saharan Africa, including the Democratic Republic of the Congo (DRC), Ethiopia, Niger, Somalia, South Sudan, Tanzania, and Uganda. The book's objective is not to provide an exhaustive review of education in contexts of crisis, but rather to reflect on the insights that came out of these four longitudinal and empirical studies, in order to inform educational research, policy, and practice in crisis-affected contexts, and build a stronger evidence base to inform subsequent research. The chapter starts with a brief review of the different types of crises that are covered in the book, before presenting the types of educational provision that exist in contexts of crisis.