This paper proposes an analytical description of the impact of violence and natural disasters on schoolchildren. It attempts to explore the present state of the art in psychosocial aspects of education and the curriculum in humanitarian settings. This is carried out through a compilation and a brief annotated bibliography of existing literature and research regarding psychosocial aspects/interventions in education or other settings in humanitarian situations. It emphasizes some cases that are more useful for defining the field of curriculum in humanitarian situations, rather than presenting important research of purely psychological interest. This annotated bibliography is only a first attempt to explore a constructive dialogue between educators and psychologists working in the humanitarian field and to highlight important South-South contributions.