A changing climate, a need for action: supporting education for children uprooted by climate change

By Anja Nielsen, Senior Policy Adviser for Education and Youth, UK Committee for UNICEF

The release of AR 6 Climate Change 2021: The Physical Science Basis, the contribution to Assessment Report 6 from Working Group I of the Intergovernmental Panel on Climate Change (IPCC), is a sober reminder of the urgent need for climate action – one brought into stark relief by recent disasters. From extreme heatwaves on the west coast of the United States to famine-causing droughts in Madagascar to deadly floods in China, these past few weeks have shown the devastating impacts of weather-related disasters. Climate change is already tied to many of these events, and, as the climate crisis deepens, disasters are only likely to increase and intensify. Sadly, climate change-related migration and displacement is a critical but often overlooked aspect of this crisis.

Designed by Mukah Ispahani, Blanca Quiñonez and Sophia Paez for UNICEF/Voices of Youth.

Already, millions of families are displaced by weather-related events every year. Last year saw 9.8 million weather-related internal displacements of children, or over 26,000 displacements every day. With every move comes the possibility of disruption to education – and a matched urgency to build stronger systems that protect this right.

This last clause is critical. We can and must act now to mitigate the impacts of climate change and displacement. Extensive experience and knowledge already exist on factors that affect and support education for children on the move, such as the 2019 GEM Report on migration and displacement but also evidence gathered through decades of education programming in situations of conflict-related displacement. Disaster risk reduction practices are already in place around the world, providing ample best practice to draw from. Translating this knowledge to build resilience will be critical to prevent the very worst impacts of climate change-related displacement on education.

What is more, it is possible to map where climate change is likely to uproot children and their families. This provides the opportunity to build systems’ resilience in advance of displacement, even more so than in conflict contexts, ensuring education systems are strengthened and ready to support displaced and migrating children before, during, and after they move.

All of this is explored in a recent report from the UK Committee for UNICEF, titled Futures at risk: Protecting the rights of children on the move in a changing climate. In this report, we articulate the evidence, patterns, approaches and definitions that underpin climate change-related displacement and migration. The report goes further, drawing together examples from around the world to set out the obstacles faced by affected children, including the systemic and administrative, geographical, economic, sociocultural, and legal barriers. Perhaps most importantly, Futures at risk highlights emerging solutions to these barriers, setting the course for a more resilient future for every child.

On 5 March 2021, a child stands near a water pump surrounded by floodwaters in Gatumba, located near Bujumbura in Burundi. At least 50,000 people have been internally displaced in the region due to rising floodwaters over the past 12 months. Credit: UNICEF/Karel Prinsloo

COP26 taking place this November provides a critical moment to shape this future. To do, the UK should use its Presidency to champion the rights of children on the move at the very highest level. Practically, this means working with partners to establish a convening platform for experts on migration, displacement, climate change, and child rights (including education), recognising that successful approaches must be integrated and intersectoral. This platform would be tied to evidence gathering, providing an opportunity to not only discuss and share best practices, but also to advance research, create effective policy and programming, and enable collaboration to build stronger national and regional approaches to climate change-related displacement and migration. Truly supporting every child’s right to education requires an intersectoral approach, underpinned by political will and championed by leaders on the global stage.

This work should be coupled with urgent climate change mitigation, with countries accelerating their commitments to reach net zero emissions. Investment in data collection and high-level political support for children uprooted by climate change would further support action on systems strengthening and resilience, ensuring no child is left without access to learning.

This is the crux of the challenge: the need to ensure no child is denied their right to education during climate change-related displacement. We owe children a more resilient future, one that can withstand the shocks now happening on a regular basis and that we know will keep coming. Millions of children have put their learning on hold to stem a pandemic that has largely (and thankfully) spared their health. In return, we should use COVID-19 as an opportunity to build back stronger, more inclusive, and more resilient education systems that support children on the move in a changing climate. We have the knowledge to do so – now we need action.

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