The impact of climate change on education outcomes. A systematic review.

Autor/inn/en	Bapna, Akanksha; Marcus, Rachel; Rodriguez, Diana Jiménez Thomas; Khosravi, Donya
Titel	The impact of climate change on education outcomes. A systematic review.
Quelle	London, United Kingdom: ODI Global (2026), ca. 156 S. PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3); PDF als Volltext kostenfreie Datei (4) Link als defekt meldenVerfügbarkeit
Reihe	ODI Global Report
Beigaben	Illustrationen
Sprache	englisch
Dokumenttyp	online; Monografie; Graue Literatur
Schlagwörter	Bildungspolitik; Kind; Schule; Allgemein bildende Schule; Klimakatastrophe; Klimawandel; Entwicklungsland; Umweltbelastung; Umweltpolitik; Schwellenland; Schaden
Abstract	Human-caused climate change is driving extreme weather events at increasing frequency and scale - including droughts, fires, and temperature and flooding. These events cause significant damage to life, infrastructure, health, nutrition, and education. With the world currently on track for 2.7°C of warming this century, nearly double the 1.5°C global target, it is the most vulnerable people and systems that bear the greatest burden of these impacts. While the impacts of climate change on ecosystems and infrastructure are well understood and widely acknowledged, the effect it has on education and learning outcomes are under-recognised in international discourse. As an example, the annual Conference of Parties (COP) does not include space for negotiations or discussions on education and the types of interventions necessary to support climate-resilient education systems lack consensus. This systematic review - the first of its kind globally - examines how major climate hazards, including floods, droughts, cyclones, wildfires, and temperature variations, affect educational outcomes for children in low and middle-income countries. The review explores the direct and indirect effects of climate change on children's learning, the mechanisms driving these impacts, and the interventions that can build resilience at individual, community, and system levels. By focusing exclusively on human-linked climate hazards (excluding incidents like earthquakes and volcanic eruptions), mapping clear pathways to impact, and drawing on quantitative evidence of causal linkages, this study offers a rigorous and actionable contribution to both the education and climate communities.
Erfasst von	ZBW - Leibniz-Informationszentrum Wirtschaft, Kiel
Update	2026/4