Building Climate Resilience in Children: Education as the Key to Sustainable Development
By Reni Juwitasari
Researcher
Disaster Resilience and Environmental Sustainability (DRES) Program,
Asian Research Center for International Development (ARCID),
School of Social Innovation, Mae Fah Luang University
On the occasion of International Children's Day, this article examines the essential role of education in preparing the next generation to confront climate change challenges. It begins by addressing the unique vulnerabilities of children to climate impacts and explores how transformative education can foster the social and cultural capacities needed for sustainable development. Building an education system that prioritizes climate literacy is critical for equipping young people with the knowledge and skills they need to tackle this global crisis (O'Brien, Selboe & Hayward, 2018). Concurrently, beyond understanding science, education must empower youth to actively participate in developing innovative solutions and advocating for sustainable change among the local communities.
The Alarming Statistics: Youth at High Risk
Climate change has transformed into what many now refer to as a "climate crisis" or "climate emergency," amplifying vulnerabilities and deepening poverty across the globe. Its devastating impacts are particularly acute for the most marginalized and impoverished populations in developing countries, driving forced migration, creating internally displaced persons (IDPs), and destabilizing fragile economies. Amid these cascading challenges, education, a cornerstone for the future of any society, is being profoundly disrupted for the younger generation.
The statistics are alarming. According to the Global Partnership for Education, as of 2022, nearly one billion children (almost half of the world's youth) reside in countries deemed "extremely high risk" for the impacts of climate change. Each year, approximately 40 million children see their education interrupted by extreme weather events such as cyclones, floods, and heat waves (Madden, 2023). These disruptions ripple through communities, leading to student and teacher absenteeism and temporary school closures, often exacerbated by limited access to water or unbearable heat in rural schools.
One striking example comes from African youth in low- and middle-income families. Here, the scarcity of essential resources like water and firewood disproportionately burdens girls, who must dedicate more time to domestic chores. This additional responsibility frequently results in their dropping out of school altogether (Madden, 2023). Compounding these challenges, girls face heightened health risks, with climate change-linked fatalities disproportionately affecting them (Plan International, 2019). The harsh reality is that girls endure a greater share of climate-related impacts, emphasizing the urgent need for targeted and systemic solutions to address these inequities.
Consequently, investing in climate literacy education has become an urgent priority, especially given the complex and far-reaching challenges posed by climate change. This urgency is most pronounced in developing countries, which are home to 85 percent of the world's youth. Unfortunately, many governments in these regions have shown limited commitment to integrating climate change policies into children's education (Currie & Deschenes, 2016). Despite its potential to drive meaningful action, education systems have historically given climate issues minimal attention (Andrey & Mortsch, 2000).
Children's Physical and Physiological Vulnerability in a Climate Crisis
Youth and children face heightened vulnerability to climate change, with impacts that are both physical and psychological (Hanna & Oliva, 2016). Their developing bodies and rapid metabolisms leave them particularly sensitive to environmental stressors, such as extreme temperatures and unpredictable weather patterns (Zivin & Sharder, 2016). These biological factors, combined with their dependence on supportive systems, amplify the risks they face in a changing climate.
Scientists like Manning and Clayton (2018) have highlighted how these physiological factors, combined with immature regulatory systems, leave children more susceptible to heat-related illnesses and other climate-induced challenges. This vulnerability is tragically evident in mortality rates during extreme events. For example, a 2007 study revealed that mortality rates for young children during droughts and famines were alarmingly high, reaching 1/10,000 per day, with under-five mortality rates doubling in low-income countries (UNICEF, 2007).
The health risks for children extend well beyond immediate mortality. Prolonged rains and flooding frequently lead to water contamination and poor hygiene conditions, leaving children vulnerable to diseases such as malaria, diarrheal infections, malnutrition, and respiratory illnesses (WHO, n.d.). Additionally, climate change poses a severe threat to food security by reducing agricultural productivity, which directly impacts the availability of nutritious food (UNDP, 2007). Even when such food remains accessible, rising costs often make it unattainable for many families, deepening the crisis (Grantham-McGregor et al., 2007). Moreover, the escalating frequency of heat waves introduces yet another significant hazard, leading to conditions such as heat stroke and loss of consciousness, particularly among children (Hanna & Olivia, 2016).
Beyond the physical consequences, the psychological toll of climate change on children is profound and far-reaching. Climate-related disasters frequently expose children to traumatic experiences, leading to emotional distress, behavioral challenges, and heightened stress levels (Burke, Sanson & Hoorn, 2018). These stressors can disrupt developmental processes, increasing children's vulnerability to illness and further compounding their hardships (Balbus et al., 2016). Many young people also report deep feelings of helplessness, despair, and grief as they face the growing reality of future climate-related disasters (Manning & Clayton, 2018). Manning and Clayton's study revealed that repeated exposure to these stressors erodes children's connection to their environment and community. For example, displacement caused by severe floods or wildfires, sometimes involving multiple relocations, undermines the sense of stability and security that homes and social relationships provide (Carroll et al., 2009). This instability contributes to eco-anxiety, a pervasive emotional response characterized by an overwhelming fear of environmental collapse (Clayton et al., 2017).
The lack of preparedness and limited climate literacy among youth and children significantly exacerbates their emotional vulnerability. Without the critical skills and knowledge to understand and address climate challenges, their responses are often rooted in fear and uncertainty. Education, however, serves as a transformative tool to counter these risks. By providing children with a comprehensive understanding of climate change and fostering resilience, education empowers them to face the complexities of a rapidly changing world with confidence and hope (Martin, Reilly, Everitt & Gilliland, 2021).
Eco-logics: Fostering Responsibility and Care for the Planet
When applied to the context of climate change, transformative education intertwines philosophical perspectives, scientific principles, and practical applications to drive meaningful change (Hampson & Rich-Tolsma, 2015). Climate change education must extend beyond mere scientific definitions to address the cultural and relational dimensions of transformation. This involves deconstructing traditional curricula and reconstructing them to balance economic growth with environmental responsibility, fostering profound societal change (Hampson, 2010).
Indisputably, the current education system continues to lag behind the profound global socioeconomic and ecological shifts brought about by climate change. As the impacts of climate change intensify, traditional education often fails to respond with the urgency required, creating a gap that only transformative education can address (Leite, 2024). Transformative education, at its core, moves beyond the simple transfer of knowledge. It is a dynamic process that reshapes students' skills, attitudes, values, and environmental dispositions on a fundamental level (Mezirow, 1978; Oranga, Gisore & Areba, 2023). This approach centers on critical self-reflection, prompting students to question established narratives, reframe their perspectives, and take impactful, meaningful action (Hampson & Rich-Tolsma, 2015). By embedding these principles into their worldview, transformative education prepares the next generation with the critical skills and ethical grounding needed to tackle the complex realities of a changing planet.
Transformative education sharpens climate adaptation strategies and integrates them into the broader framework of sustainable development (Arends, 2014). Research consistently highlights the pressing need for a transformative shift in education to tackle the intertwined challenges of climate change and social inequality (Kwauk & Casey, 2021). Education has long been a cornerstone for reshaping worldviews, behaviors, and values, serving as a powerful tool for societal change (UNESCO, 2021). In response to this critical role, the United Nations (UN) has also embedded climate change education within the framework of Education for Sustainable Development (ESD), an initiative stemming from the Decade of Education for Sustainable Development (Nazir et al., 2011). As well climate change education aligns with key global priorities, particularly Sustainable Development Goal (SDG) 4, which advocates for quality education, and SDG 13, emphasizing the need for urgent climate action (Leite, 2024).
In this sense, transformative education is not an abstract ideal. Hence, it is an urgent and practical approach to fostering a resilient and equitable future. Central to this transformative approach is the concept of "eco-logics" (Hampson, 2010), a visionary framework that redefines humanity's relationship with the environment by prioritizing stewardship over environmental exploitation. Eco-logics instill a profound sense of care, empathy, and accountability, inspiring students to embrace sustainability as an integral part of their daily lives (Hampson, 2012). This framework empowers young individuals to see themselves as active contributors to systemic and lasting change, driving efforts that benefit both the planet and society. By fostering a deeper connection to the environment and a sense of personal responsibility, eco-logics prepares the next generation to lead with purpose and create meaningful impact.
Japan's focus on nurturing a "love for nature" through early childhood nature-based activities is a shining example of how education can embed environmental stewardship from a young age (Bichler, 2023). Rooted in the nation's cultural and educational ethos, this approach encourages children to build a deep connection with the natural world. Activities such as planting trees, exploring forests, and studying local ecosystems are woven into the learning experience, fostering both curiosity and care for the environment. Environmental education in Japan extends beyond the classroom, with schools integrating lessons on biodiversity and sustainability into everyday learning. Community-driven efforts like clean-up campaigns and eco-friendly festivals further embed these values, creating a collective sense of responsibility. These practices not only instill awareness but also empower children to take meaningful action. By embracing these early experiences, Japan demonstrates how environmental education can cultivate a generation of proactive stewards committed to sustainability and climate resilience.
Conclusion
Investing in climate change education is far more than a necessity. In fact, it is a lifeline for empowering youth and children to navigate and address the immense challenges posed by a rapidly changing world. As one of the most vulnerable groups, children bear the compounded physical and psychological burdens of their developing bodies and the traumatic effects of climate-induced disruptions. The absence of climate change literacy has only heightened these vulnerabilities, intensifying the adverse impacts on their well-being and limiting their future opportunities.
This article has underscored the critical role of transformative education in equipping the next generation with the skills and tools they need to confront climate change effectively. Transformative education goes beyond traditional knowledge transfer, reshaping students' skills, attitudes, and values to foster a profound connection to environmental stewardship. It promotes critical thinking and self-reflection, enabling students to challenge established norms and adopt more sustainable ways of living.
A cornerstone of this approach is the concept of "eco-logics," which reorients priorities from greed-driven practices to a mindset centered on care and responsibility for the planet. By incorporating experiential learning and direct engagement with nature, transformative education inspires pro-environmental attitudes while driving climate action and justice. This paradigm shift is not merely an educational goal. Instead, it represents a fundamental redefinition of humanity's relationship with the environment. Finally, by embedding these principles into educational frameworks, we empower youth to enact meaningful, lasting change, ensuring a sustainable and equitable future for generations to come.
Thanks to Assistant Professor Maya Dania, Member of the Disaster Resilience and Environmental Sustainability (DRES) Program, Asian Research Center for International Development, School of Social Innovation, Mae Fah Luang University, for supervising this article
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