A/HRC/28/78 within hospitals. The doctors added that, in any case, they should not be punished for what occurred in the vicinity of hospitals. F. Right to education 34. Two months of Israeli military operations in Gaza also had a profound impact on access to education and disrupted schooling for children in Gaza. A total of 228 schools (approximately one third) of all schools, including 83 UNRWA schools, were damaged during the attacks; 26 schools were totally destroyed or damaged beyond repair. Schools in Gaza reopened three weeks late, on 14 September 2014, and began with an initial period of psychosocial support and recreational activities for children. 22 With on average only one counsellor per school, however, education experts in Gaza raised concerns about the shortage of trained teachers qualified to offer adequate psychosocial support to children. Education specialists added that teachers themselves had been victims of traumatic experience and would also require appropriate support. 35. According to the Education Cluster, which brings together non-governmental organizations, United Nations agencies, academics and other partners under the shared goal of ensuring predictable, well-coordinated and equitable provision of education for populations affected by humanitarian crises, attendance at the start of the year was mixed as a result of the massive internal displacement of Palestinian families. UNRWA and Government-run schools allowed the transfer of displaced students to schools closer to their current places of residence, but some 87 schools were still operating double shifts. A number of teachers expressed concerns that overcrowded classrooms of up to 60 pupils affected the quality of education. Education specialists also pointed out that many of the schools that served as shelters during the conflict had valuable equipment damaged or missing. 36. Schools in Gaza are already reportedly seeing more aggressive behaviour in pupils, while mental health specialists have warned that the traumatic events experienced by children during the conflict would have a lasting impact on cognitive development and have broader social implications. Community health workers also expressed concern that, in some children, their traumatic experience could nurture a desire for revenge. It was also unclear whether schools would be able to cope with any influx of disabled children requiring specialized educational assistance. 37. In Gaza, the higher education sector, which serves up to 95,000 students, was also seriously affected by the hostilities. Many of the 28 higher education institutions in Gaza were damaged during the conflict. The hostilities also affected the number of new enrolments for the new term. Education specialists noted, however, that the blockade was also responsible for changing the views of parents about the value of investing in higher education for their children in the context of perpetually high unemployment rates and the lack of job prospects for highly qualified graduates. Schools moreover lacked essential equipment and resources to motivate students and were unable to offer opportunities for academic exchanges or to bring in foreign expertise to contribute to the development of students. 22 UNRWA reportedly coordinated with the Ministry of Education to make use of its satellite television channel and self-learning materials in order to make education accessible to all children in Gaza, including those not residing in UNRWA shelters. 11