<p>Education recovery literature is typically positioned in developing or conflict- or crisis-affected contexts and often involves rebuilding schools and reintroducing curriculum. However, to date, the phenomenon of education recovery has not been modelled or defined in literature. Without a clear understanding of the phenomenon, resource allocation and programmatic responses lack an evidence base. Therefore, a phenomenographic methodology was employed to investigate the lived experiences and perspectives of people who had experienced education disruptions caused by political violence or war during their childhood and adolescence that affected their schooling, university and/or vocational education. Semi-structured interviews (<i>n</i> = 30) and a pilot survey (<i>n</i> = 66) were used to collect data. Findings identified outcomes of disruptions including gaps and gains in knowledge and skills (e.g. literacy and critical thinking), and personal attributes (e.g. confidence), and supports and motivations for recovery (e.g. family). The need to triage and identify root causes of disruptions was salient in the findings. The vulnerability of young adults was evident, as they report the highest negative impacts on confidence, focus, and self-efficacy. Findings show that education recovery after disruption in conflict-affected settings is a journey that is future-focused and dependent upon support.</p>