The report explores lessons from conflict and education in emergencies (EiE) seeking evidence-informed recommendations for policy makers that can help in the global response to Covid-19. The report explores transferability from EiE contexts to non-EiE Covid-19-affected contexts. The issue of how Covid-19 will impact on existing EiE contexts and displaced pupils is a vital one, but it is beyond the scope of this review1. Although the majority of examples explored are technology-enabled, the report also considers how other lessons learned from how no-tech interventions in EIE have supported continuity of learning, and how technologies might support their adoption in other contexts. The scope of this review is largely limited to school-age learners. Given the other reviews currently being undertaken on gender, disadvantage and special educational needs, this review has not concentrated on these more specific areas. Also out of scope is evidence regarding attempts to mitigate the primary impact of disease outbreaks in EiE settings (i.e. preventing the spread of disease and further outbreaks). We have built on the two recent reviews on remote teaching and on Covid-19 distance learning responses, but we have not repeated their conclusions. We have attempted to find examples of practice that are consistent with the conclusions around effective pedagogies, whilst still including examples where ‘teacher presence’ may be impossible or precarious. The report largely uses meta-analyses of literature, but also includes a scan of the most recent (2019-20) peer-reviewed journal articles and grey literature.