In this paper, I examine the relationship between Israel’s purported “War on Hamas” and the destruction of the educational landscape in Gaza. In the four months following Hamas’ October 7, 2023 attack on Israel, the Israeli military engaged in a full-fledged and unrelenting military assault on the Gaza Strip. The Israeli bombardment, which has been widely considered both disproportionate and illegal by international legal bodies and human right organizations, resulted in the full or partial destruction of 370 elementary and secondary schools, as well as all 12 of Gaza’s universities. In addition to formal schooling spaces, the Israeli military also damaged, destroyed, or plundered numerous cultural sites, archives, and museums. Among the more than 28,000 Palestinians who have been killed since 10/7, more than 4200 have been students and more 325 have been school teachers or professors. Of the more than 68,000 who have been injured since the beginning of the so-called-war, more than 700 are professional educators while more than 7800 have been identified as students. Such outcomes do more than spotlight the material consequences of State violence in general, or imperial warfare in particular. In addition to evidencing the necropolitical capacity of the modern nation-state, the violence wielded against Palestinian educational institutions and communities also provide an example par excellence of what Karma Nabulsi calls scholasticide, or “the systematic destruction of Palestinian education.” This paper builds on Nabulsi’s definition by situating the term within a more expansive and robust analytic framework that lends insight into how scholasticide operates as a form of Israeli statecraft and settler-colonial violence. In particular, the paper shows how, since October 7th, the Israeli government has engaged in three scholasticidal tactics: 1) destroying built environments; 2) erasing sites of public pedagogy; and 3) surveilling and killing students and educators. The paper also shows how, rather than denying the use of such tactics, the Israeli government has appealed to a range of moral, political, and juridical discourses as a means of sanitizing and normalizing scholasticide as a morally and legally legible form of statecraft. These appeals, as well as the scholasticidal tactics themselves, have enabled the Israeli state to reinscribe the Palestinian educational landscape as a site of both pedagogical and literal violence within the public imagination. Such efforts help to advance Israel’s longstanding settler-colonial commitment to reinscribing collective memory, undermining indigenous sovereignty, and ensuring premature death.