Formal educational institutions should provide an opportunity for those living in post-conflict societies with an educational system that emphasises empathy and co-existence rather than narrow nationalism and exclusion. Despite its potential, however, negotiators and diplomats have consistently ignored the role of formal education in the settlement accords (since their mission is to end violence rather than bring about genuine peace). This chapter argues that inclusion of formal education must be included in the settlement accord as it is the only stage in which such subjects can be addressed and failure to do so leaves formal education in the hands of the parties to the conflict in the post-conflict societies who have no interest in peacebuilding but maintaining their power over a given population. Using formal education in Northern Ireland and Bosnia and Herzegovina as two post-conflict societies, and the failure in both countries to address formal educational institutions and the persistence of school segregation, this chapter advocates ‘pushing’ parties to conflict to either settle the issues of formal education during the settlement accord. This should include timelines and specific desired outcomes or use the international or regional approach to address formal education issues to resolve the stalemate that persists in countries like Northern Ireland and Bosnia and Herzegovina nearly 30 years after the signing of their settlement accords.