This paper provides insights into human capital investments during wartime by presenting evidence from 3 experiments of an online tutoring program for Ukrainian students amid Russia’s invasion. Conducted between 2023 and 2024, the experiments reached 10,000 students across Ukraine. The program offered 3 hours per week of small-group tutoring in math and Ukrainian language over 6 weeks, and used academic and psychosocial tools to address student challenges at different intensities of disruption. Results show that the program led to substantial improvements in learning—0.49 standard deviations in math and 0.40 standard deviations in Ukrainian language—and consistent reductions in stress—0.12 standard deviations. High take-up and engagement rates were observed, and 4 mechanisms were identified as drivers of impact: structured peer interactions, improved attitudes toward learning, enhanced socio-emotional skills, and increased student investments. A complementary experiment using information nudges highlights challenges in promoting parental investments in a conflict setting. The program was cost-effective, with benefit-to-cost ratios ranging from 31-56, and scalable given its reliance on existing infrastructure and capacity.