Children’s Education in the Era of Extreme Climate Events
- Constance Bwire
- 3 days ago
- 13 min read
Climate change is no longer a distant or future concern; it is already affecting the daily lives of millions across the globe (IPCC, 2023). Among those most at risk are children, whose physical and emotional development makes them especially vulnerable (Ahdoot et al., 2024; UNICEF, 2019). One of the most overlooked dimensions of this crisis is its impact on education (Imray, 2025). As climate-related extreme events, such as heatwaves, floods, wildfires, and storms, become more frequent and intense, schools are facing increasingly serious challenges (Imray, 2025). These disruptions go beyond physical damage to buildings or unsafe roads. They interfere with children’s ability to attend school, concentrate in class, and maintain both their physical health and emotional well-being (Ahdoot et al., 2024; Imray, 2025; IPCC, 2023; Suresh, 2024; Vergunst & Berry, 2022).
Children, defined here as individuals under the age of 18 (UNICEF, n.d.), face heightened risks during environmental crises. Their bodies are more sensitive to heat, making thermoregulation difficult in overheated classrooms (Rowland, 2008; Schapiro et al., 2024). Many also depend on adults for transport and protection, which can render school attendance difficult or impossible during severe weather (Ige-Elegbede et al., 2024; Juel et al., 2023). The global education system, however, remains largely unprepared for these conditions (Imray, 2025; UNICEF, 2019, 2023, 2024). As hazards intensify, the gap widens between children’s needs and what schools can provide.
The consequences for children extend beyond immediate injury. While floods, heatwaves, and storms can cause direct harm, such as injuries, respiratory problems, waterborne diseases, and heat-related illness, they also trigger serious indirect effects (IPCC, 2023; Juel et al., 2023; Pacheco, 2020). When hazards damage crops or undermine livelihoods, food insecurity rises; malnutrition then weakens children’s ability to learn, grow, and resist illness (IPCC, 2023; Lieber et al., 2022; Sheffield & Landrigan, 2011). Crises also interrupt daily routines that support emotional stability (APA, 2023; IPCC, 2023; Venegas et al., 2024). Repeated or prolonged disruptions are associated with anxiety, depression, and post-traumatic stress, impacts that often go untreated where mental-health services are scarce (APA, 2023).
Schools are central to children’s lives—not only as places of instruction but also as safe environments offering meals, psychosocial support, and structure (Imray, 2025; World Bank, 2024). During emergencies, they can provide shelter, protection, and psychological care. As climate change accelerates and severe weather becomes more frequent, these functions are increasingly at risk. This jeopardizes children’s health and safety and threatens their fundamental right to education, established in the 1948 Universal Declaration of Human Rights and reaffirmed in numerous treaties. Education systems must therefore adapt rapidly to ensure continuity of learning amid intensifying environmental pressures (IPCC, 2023; Imray, 2025).
Climate disruption in schools: A Global snapshot
In 2024, climate-related hazards disrupted schooling for at least 242 million children across 85 countries (Imray, 2025; UNICEF, 2025), roughly one in seven school-aged students (UNICEF, 2025). These disruptions are no longer isolated; they’re reshaping schooling worldwide and vary sharply by region (Figure 2).
Heatwaves have emerged as a leading driver of interruption, particularly in the Middle East and Southeast Asia. In April 2024, temperatures exceeded 40 °C across numerous areas, affecting over 118 million children who either missed classes or studied in overheated, poorly ventilated rooms (UNICEF, 2025).
Low- and middle-income countries are disproportionately burdened. Prolonged exposure to severe weather has led to widespread closures, damaged facilities, and interrupted learning for millions, with consequences that extend to mental health and well-being. In Pakistan, the 2022 floods displaced over 33 million people and damaged or destroyed more than 2 million homes. Nearly 27,000 schools were rendered unusable, leaving millions without safe learning environments for extended periods (Nanditha et al., 2023; Samad & Sheikh, 2024). Similar conditions have been documented elsewhere; in the Philippines, some students continued lessons in partially flooded classrooms (Figure 3).
In Mozambique, Cyclone Chido caused extensive damage to the education system. It destroyed over 330 schools and several regional education offices, leaving thousands of children without classrooms (UNICEF, 2024). As illustrated in Figure 3, a flooded classroom exemplifies how extreme weather events continue to disrupt education, particularly in contexts that are already vulnerable.
Similarly, in Afghanistan, a combination of extreme heatwaves and flash floods destroyed more than 110 schools, displacing thousands of students and further straining fragile education services (Imray, 2025; UNICEF, 2025).
Even high-income countries are not exempt. In Italy and Spain, for example, severe flooding displaced hundreds of thousands of students, disrupted academic calendars, and damaged school infrastructure (UNICEF, 2025). In June 2024, a record-breaking heatwave in Greece pushed temperatures to 43°C, prompting nationwide closures of schools and nurseries to ensure student safety (BBC, 2024).
Many schools worldwide remain ill-prepared for climate-related hazards. Most buildings are not designed to withstand severe conditions such as storms, floods, and heatwaves (UNICEF, 2024, 2025; Venegas et al., 2024). Structural weaknesses, fragile walls, and roofs leave classrooms vulnerable (Figure 4). In hot regions, the absence of cooling systems hinders concentration and well-being (Venegas et al., 2024). Basic safety features, clearly marked exits, reinforced foundations, and protective barriers are often missing, heightening risk (UNICEF, 2025). These shortcomings are most acute in low-income areas, where underfunding and poor maintenance are common. Without resilient construction and clear emergency protocols, closures can persist for weeks or months after a disaster (Samad & Sheikh, 2024; UNICEF, 2024, 2025; Venegas et al., 2024).
While temporary closures during hazardous conditions are necessary to protect students from unsafe infrastructure, extended interruptions impede learning and elevate the risk of dropout (Brauchle et al., 2025). Children rely on routine; when disasters or illness disrupt daily school life, confusion, anxiety, and disorientation can follow—especially when usual roles and responsibilities are lost (Brauchle et al., 2025). Crucially, schools are social environments. Beyond academics, they provide spaces for connection and emotional support. Prolonged absences limit opportunities to develop and sustain social skills. As seen during the COVID-19 pandemic, long breaks from in-person learning can foster isolation, impede social development, and compromise emotional well-being (Cameron & Tenenbaum, 2021).
Resilience Is Possible
Across the world, practical strategies are helping education systems become more resilient, safer, and better prepared for future shocks. The following examples show what can be achieved when schools, communities, civil society, and governments act, independently or in partnership.
Strengthening School Infrastructure
Rising temperatures have underscored the need to design facilities that protect student well-being and support uninterrupted learning. A study from a government school in Ambala, India, demonstrates that thermal comfort can be maintained without air conditioning through natural ventilation, shaded areas, and the use of local materials (Jindal, 2018). Similar strategies are employed at the Rajkumari Ratnavati Girls School in Rajasthan, where temperatures often exceed 40 °C; sandstone walls, open courtyards, and a circular layout keep classrooms cool, enabling comfortable learning without fans or air conditioning (Kellogg, 2021).
In Mozambique, over 600 classrooms were strengthened with cyclone-resilient upgrades, including reinforced roofs, elevated concrete foundations, and wind-resistant designs (World Bank, 2024). In Türkiye, 24 schools that adhered to updated seismic codes and integrated earthquake-resistant elements withstood the 2023 earthquakes without structural damage and were used safely as emergency shelters (Galasso & Opabola, 2024; World Bank, 2024).
Indigenous solution for continual learning
Bangladesh offers an innovative model for sustaining education during high water through floating schools (Alam & Zhu, 2023). In low-lying areas like Chalan Beel, where heavy rains prevent students from reaching land-based classrooms, boat schools deliver instruction on board. Built from indigenous materials and powered by solar energy, each vessel accommodates roughly 30–35 students and includes a library, internet connectivity, and potable water. Boats collect students, hold lessons, and return them home safely (Figure 6). In some areas, these schools have yielded pass rates exceeding 99% in national exams.
After floodwaters recede, the boats are often docked and repurposed as mobile libraries, vocational training centers, or community hubs, sustaining educational services while building long-term resilience.
Nature-based solutions
Outdoor spaces designed to mitigate heat—such as schoolyards in Paris’s Oasis Project—show how campuses can remain cooler during heatwaves (Gallez et al., 2024), Figure 7. Replacing expanses of concrete with trees, planting beds, and shade structures improves comfort and safety.
Implementing Early Warning Systems
Integrating real-time alerts into school communications enhances preparedness and supports proactive, safer responses. In Mozambique, SMS-based warnings are sent to schools ahead of cyclones, enabling early evacuation and protection of learning materials (Ferreira, 2019). In India, the School Safety Program uses mobile-app notifications and radio announcements to reach remote schools before floods or heatwaves (Syukron, 2024). The Philippines links meteorological forecasts to school-closure decisions through multi-hazard systems coordinated with local government (Era et al., 2022).
Inclusive Planning
As schools adapt to a changing climate, inclusive planning is essential. Involving students, including those with disabilities, ensures that safety protocols reflect diverse needs. Rather than treating children as passive recipients, participatory approaches recognize their capacity to contribute to risk reduction and resilience. In Portugal, national programs have worked to include students’ voices in emergency planning and school-safety strategies (Delicado et al., 2017). When children with disabilities receive clear, accessible information and participate in regular drills, they develop greater capacity to respond in crises (Jang & Ha, 2021). These efforts show that planning is most effective when students are part of the process; schools become safer, and children feel more confident and included.
Curriculum Integration
Embedding risk and preparedness content in everyday lessons equips students with practical skills to protect themselves and others during extreme weather. Evidence shows that age-appropriate methods, stories, drawings, games, and safety drills build confidence and reduce fear during real events (Ardoin & Bowers, 2020; Krishna et al., 2022; Seddighi et al., 2020). Instruction should also prepare students for post-disaster realities: damaged schools, altered routines, and emotional stress. By learning what to expect and how to cope, adapting to new classrooms, and articulating feelings, students are better positioned to recover and reconnect (Krishna et al., 2022). In this way, curriculum-based resilience supports long-term learning and well-being (Krishna et al., 2022; Seddighi et al., 2020).
Emergency Funding and Insurance
When schools are damaged, rapid financing is essential to resume operations. Dedicated education emergency funds allow governments and districts to repair buildings, install temporary classrooms, replace supplies, and provide transport for displaced students. For example, U.S. federal restart grants have enabled districts to restore facilities, deploy portable classrooms, and offer mental-health and tutoring services after major shocks (GAO, 2022). Likewise, insurance against weather-related damage accelerates recovery by freeing resources for reconstruction and offering reassurance to staff and families. Disaster-risk financing and insurance mechanisms meet post-disaster needs quickly without compromising fiscal stability (GAO, 2022; Panda & Surminski, 2020). In low-income contexts, such instruments can supply faster, more predictable funds to vulnerable communities. With robust funding pools and insurance in place, schools rebound more quickly, minimizing instructional loss (Panda & Surminski, 2020).
Supporting Children’s Minds
Recovery must address both infrastructure and emotional well-being. Major shocks can be traumatic, leaving children confused and distressed; safeguarding psychological health is as crucial as restoring academic continuity. Psychological First Aid (PFA) equips educators to provide immediate emotional care and to triage students needing further support; PFA has been shown to reduce anxiety, re-establish routine, and strengthen resilience (Brymer et al., 2006). Parents also play a critical role. Shared activities, conversation, play, and drawing help children express emotions and feel secure. Because children mirror adult behavior, caregivers should model calm, constructive stress management. Discussing future emergency plans can further enhance preparedness and reduce fear (Broadwater, 2023). Coordinated efforts between schools and families build a support system that promotes recovery, growth, and continued learning.
Final Thoughts
Climate change is already reshaping the way children live and learn; however, this need not determine their future. Around the world, schools, communities, and families are demonstrating that, with the right tools, planning, and support, education systems can adapt and become stronger. From storm-resistant buildings and floating classrooms to mental-health care and inclusive planning, effective solutions exist. What is required now is the will to scale these efforts, especially where needs are greatest. Every child has the right to learn in a safe, supportive environment. By acting now, we can protect that right while ensuring that education survives the climate crisis and helps lead the way forward.
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