Crisis, policy and educational governance: a decade of change in Lebanon's general education

Purpose This study investigates how Lebanon's general education system has evolved over the past decade (2014–2024), with a focus on the policy and governance dimensions shaping systemic trends in the midst of prolonged and successive crises. Design/methodology/approach A quantitative approach is employed to examine trends in school infrastructure, teacher workforce and student demographics over the decade. Trends are examined across school type, region and language of instruction, with emphasis on student-to-school ratios (SSR), student-to-teacher ratios (STR) and demographic shifts in the teaching workforce. Findings The analysis reveals declining numbers of schools and teachers, leading to rising SSR and STR, with significant regional disparities. Language of instruction has shifted toward English despite the stability of French-medium schools, reflecting school-level policy adaptation. Teacher demographics show a shrinking share of young educators and a concentration of mid-career women. Student delays remain persistently high, with spikes in post-pandemic years. Originality/value By presenting the first decade-long nationwide analysis of Lebanon's general education, this study contributes to comparative education by showing how crises interact with policy and educational governance to shape equity, quality and resilience.