This paper estimates the effect of low-intensity conflict on primary schooling outcomes in Uganda. We exploit variation in instability across communities and districts with a difference-indifference methodology and focus on age groups enrolled in school during the low-level conflict. We find that low-intensity conflict was important: years of schooling rose, indicating a 0.2 rise in the years of education. However, students exposed to low-level conflict became less likely to complete each grade than before. The results are stronger for children from families with incomes below the mean and robust to including measures of educational resources.