This bachelor's thesis examines how the Safe Schools Declaration (SSD) is understood and implemented in conflict areas. The declaration, which is supported by 121 states, is intended to protect education from attack and military use during armed conflict. The study examines how SSD is perceived by education and protection actors, what strategies NGOs and others use in implementation, and how cooperation with authorities takes place in practice. The study is based on a qualitative design with method triangulation. The data material consists of nine semi-structured interviews with representatives from seven organizations, as well as document analysis of thirteen reports and guides. The analysis is thematic and rooted in implementation theory, focusing on both top-down and bottom-up perspectives, as well as concepts such as discretion, implementation gaps and multi-actor governance.

The findings show that SSD is considered an important normative framework, but that implementation is characterized by challenges such as weak state structures, low local awareness and lack of coordination. At the same time, examples of successful local adaptation and cooperation are highlighted, especially in Nigeria and Mali. The study concludes that effective implementation of SSD requires political commitment, flexibility and broad stakeholder cooperation.