Emergencies caused by natural disaster or conflict affect the lives of many children and, by extension, their education in such a large scale that international humanitarian aid has been deemed necessary. Many educational strategies have been initiated in the national and international level regarding the provision of education during emergency situations. The aim of the study is to examine what are the main arguments for the importance of education in emergencies in the UNICEF and UNHCR’s policy texts. UNICEF and UNHCR were selected because their policies target children in an international level, regarding education in emergencies.In order to achieve the aim, the present study is following the political discourse analysis as is approached by Fairclough and Fairclough. The main findings illustrate that children’s needs, as well as society’s needs, are what motivates education for children in emergencies. Specifically, education in emergencies is deemed to be important because, on the one hand, it meets the needs of children for safety, normality, inclusion, job prosperity and life skills and, on the other hand, it meets the society’s needs of developing future competent leaders and achieving conflict resolution and peacebuilding. It is a relationship of do ut des (give-and-take) between children and society.