Armed conflict often exacerbates existing social and cultural divisions, which are frequently mirrored—and at times intensified—within educational settings. These dynamics are salient in English language education, a field that is simultaneously a vehicle for global communication and a site of negotiation around identity, representation, and inclusion. In conflict-affected contexts, English classrooms become complex spaces where diverse linguistic, cultural, religious, and socio-political identities converge. This study, situated at the intersection of English language instruction, conflict-sensitive education, critical multiculturalism, and inclusive pedagogy, examines how Israeli English language teachers navigate and respond to student diversity amid the disruptions of the ongoing Israel–Gaza conflict. Drawing on qualitative data, this chapter explores the pedagogical strategies employed by teachers to affirm difference, foster inclusion, and maintain educational continuity under conditions of protracted instability.