The Responses to Educational Disruption Survey (REDS) is a joint study launched by IEA and UNESCO, in partnership with the European Commission to investigate how teaching and learning were affected by the COVID-19 pandemic, and how education stakeholders responded to the educational disruption, across and within countries. The REDS international report provides a systemic, multi-perspective, and comparative picture of the impact of COVID-19 on secondary education (eighth grade). The study collected data from countries, schools, teachers, and students spanning four continents, including Africa (Burkina Faso, Ethiopia, Kenya, Rwanda), Asia (India, Uzbekistan), Arab region (United Arab Emirates), Europe (Denmark, Russian Federation, Slovenia), and Latin America (Uruguay). As education systems plan for recovery, they need data, evidence, and insights to inform policy. REDS offers an overview of schooling situations during the disruption in a variety of educational contexts around the world, providing policy-makers and education leaders with scientifically collected first-hand information for evidence-based decision-making. Furthermore, REDS identifies effective approaches that emerged from the crisis and may serve as good practices for the future of education.