<![CDATA[ This study examined educational vulnerabilities and community support among children in a post-disaster community in Aceh, with particular attention to the gap between restored school access and meaningful educational recovery. Using a qualitative descriptive design, the study involved 90 participants comprising 60 children aged 13–18 years, 20 parents or guardians, and 10 community leaders in Desa Beutong Ateuh, Nagan Raya. Data were collected through semi-structured interviews, field observations, field notes, and documentation, and analyzed thematically through familiarization, coding, categorization, theme development, and interpretation. Four themes emerged. First, school access did not guarantee educational security, as children continued to face limited learning resources, transportation difficulties, financial constraints, weak internet access, and distance-related barriers. Second, hidden vulnerabilities included declining motivation, concentration difficulties, anxiety, lack of confidence, and emotional distress. Third, family support strengthened educational resilience through encouragement, monitoring, learning assistance, provision of resources, and sustained educational aspirations. Fourth, community support functioned as an educational safety net through collective encouragement, informal learning assistance, local leadership, and shared learning spaces. The findings show that post-disaster educational recovery is shaped by the interaction of material, psychosocial, familial, and community conditions rather than school access alone. The study highlights the need for recovery strategies that address children’s learning continuity, emotional well-being, family capacity, and community-based support alongside formal educational restoration. By integrating children’s experiences with family and community perspectives, the study provides a socially embedded account of educational vulnerability in rural post-disaster settings in Aceh specifically. ABSTRAK Penelitian ini mengkaji kerentanan pendidikan dan dukungan masyarakat pada anak-anak di komunitas pascabencana di Aceh, dengan perhatian khusus pada kesenjangan antara pulihnya akses sekolah dan pemulihan pendidikan yang bermakna. Menggunakan desain deskriptif kualitatif, penelitian ini melibatkan 90 partisipan yang terdiri atas 60 anak berusia 13–18 tahun, 20 orang tua atau wali, dan 10 tokoh masyarakat di Desa Beutong Ateuh, Nagan Raya. Data dikumpulkan melalui wawancara semi-terstruktur, observasi lapangan, catatan lapangan, dan dokumentasi, kemudian dianalisis secara tematik melalui tahap familiarisasi, pengodean, kategorisasi, pengembangan tema, dan interpretasi. Empat tema muncul. Pertama, akses sekolah tidak menjamin keamanan pendidikan karena anak-anak masih menghadapi keterbatasan sumber belajar, kesulitan transportasi, kendala finansial, lemahnya akses internet, dan hambatan terkait jarak. Kedua, kerentanan tersembunyi meliputi penurunan motivasi, kesulitan konsentrasi, kecemasan, kurangnya kepercayaan diri, dan tekanan emosional. Ketiga, dukungan keluarga memperkuat resiliensi pendidikan melalui dorongan, pemantauan, bantuan belajar, penyediaan sumber daya, dan keberlanjutan aspirasi pendidikan. Keempat, dukungan masyarakat berfungsi sebagai jaring pengaman pendidikan melalui dorongan kolektif, bantuan belajar informal, kepemimpinan lokal, dan ruang belajar bersama. Temuan menunjukkan bahwa pemulihan pendidikan pascabencana dibentuk oleh interaksi kondisi material, psikososial, keluarga, dan masyarakat, bukan hanya oleh akses sekolah. Penelitian ini menegaskan perlunya strategi pemulihan yang menangani kesinambungan belajar anak, kesejahteraan emosional, kapasitas keluarga, dan dukungan berbasis masyarakat bersamaan dengan pemulihan pendidikan formal. Dengan mengintegrasikan pengalaman anak dengan perspektif keluarga dan masyarakat, penelitian ini memberikan gambaran sosial yang tertanam secara lebih utuh dan kontekstual mengenai kerentanan pendidikan di lingkungan pedesaan pascabencana di Aceh.]]>
