Climate-Driven Disruptions to Education in Africa Raise Protection Risks for Millions of Children

On 25 March 2026 in Somalia, Nasra and Muslimo, both in Grade 8, attend class at Kabasa Primary School in Dollow. The school serves children from displaced and host communities. Through education, safe spaces and life-skills programmes, UNICEF supports girls to stay in school, build confidence and pursue their aspirations despite the challenges of drought and displacement. Credit: UNICEF/Nahom Tesfaye

By Oritro Karim
UNITED NATIONS, Apr 29 2026 (IPS)

The escalating global climate crisis has led to an increase in the frequency of climate-induced natural disasters, affecting millions worldwide. As governments struggle to keep up due to persistent funding shortfalls and inadequate preparedness and response mechanisms, education systems in Eastern and Southern Africa continue to deteriorate, pushing millions of children into displacement and poverty, further deepening long-term inequalities.

These are detailed out in a April 20 policy brief from UNICEF and global consulting firm Dalberg, titled Protecting Children’s Learning Futures: Quantifying Climate-Related Loss and Damage in Eastern and Southern Africa. The report analyses data from Ethiopia, Somalia, Kenya, Mozambique, and Zambia, examining how increasingly destructive climate shocks are destroying educational infrastructure and limiting growth opportunities for the most vulnerable populations, including girls, children with disabilities, and other marginalised communities.

Through this report, UNICEF and Dalberg stress the urgency of building climate-resilient educational systems that promote human development, economic growth, and long-term self-sufficiency. Without immediate humanitarian intervention, it is projected that hundreds of millions of children are at risk of falling behind in their education by 2050, resulting in billions of dollars lost in development and poorer life outcomes.

“Children are paying the highest price for a crisis they did not create. For the first time, this report shows the scale of climate-related loss and damage to education, yet the impact on children remains largely invisible in financing decisions,” said Etleva Kadilli, UNICEF Regional Director for Eastern and Southern Africa.

“Without stronger prioritization in climate finance, education will continue to bear the brunt of climate impacts, driving repeated disruption,” Kadilli continued. “We must design education systems that anticipate shocks, protect early and foundational learning, and keep schools open. Otherwise, the true cost of climate loss and damage will be measured in lost human potential.”

Eastern and Southern Africa are among the most climate-sensitive regions in the world, home to roughly one-third of the world’s most vulnerable countries. According to UNICEF, since 2005 the region has experienced over 700 extreme weather events, roughly 75 percent of which are attributed to climate change, affecting over 330 million people and causing over 40,000 deaths.

As of 2024, climate-induced natural disasters have caused approximately USD 1.3 billion in damages, largely driven by widespread damage to school infrastructure and expenses related to establishing temporary learning facilities. Since 2005, extreme weather patterns have disrupted the education of over 130 million children, resulting in a total estimated loss of USD 120–140 billion in future earnings.

Without urgent intervention, UNICEF projects that these losses could rise to between USD 3.3 and 3.8 billion by 2050, nearly tripling in the most vulnerable contexts. This is equivalent to approximately 440 to 520 million students being stripped of their education, with projected losses in future earnings reaching between USD 260 to 380 billion.

Additionally, persistent climate shocks in Eastern and Southern Africa have been linked to declining school performance, compromised safety, and reduced well-being among school-aged children. According to the report, widespread heatwaves are associated with reduced cognitive performance, lower test scores, and diminished teaching performances among educators.

UNICEF has also reported rising rates of absenteeism and increasing psychosocial challenges, driven by the destruction of schools and the loss of supportive social networks. Schools themselves have become increasingly dangerous for both students and teachers, as damaged infrastructure and heat stress further limit access to safe, equitable, and quality education.

“Many people in the climate movement assume that people who are impacted by climate change are more worried about it, but that is not the case, including in frontline communities,” said Jennifer Carman, Director of Survey Strategy at the Yale Program on Climate Change Communication (YPCCC) at the Yale School of Environment. “Instead, people in frontline communities are more worried about hazards that directly affect their day-to-day lives, like extreme heat and power outages — and these hazards are made worse by climate change.”

Such daily struggles faced by children as a result of climate-driven disruptions to schooling manifest in heightened protection risks. A significant portion of school-aged children in these regions have been forced to relocate multiple times, essentially eliminating their access to structures of supervision, stability, and peer support. Additionally, the climate crisis continues to erode livelihoods, intensifying economic instability across many communities, and elevating children’s vulnerability to exploitation, including rising rates of child marriage, child labour, gender-based violence, and recruitment by armed coalitions.

These risks disproportionately affect girls, children with disabilities, and displaced communities. Despite this, as of 2023 estimates, less than 2.4 percent of funding from critical multilateral funds was allocated toward “child-responsive interventions”, while support for education-specific programs has remained minimal. This is relatively low when compared to national spending for other sectors, such as healthcare. UNICEF estimates that if education programs received adequate support, it could close the USD 97 billion funding gap that is needed to achieve the Sustainable Development Goal (SDG) 4 targets in low- and middle-income countries.

“Without systematically integrating education into climate finance and policy frameworks – including efforts to avert, minimize and address loss and damage – countries risk remaining trapped in repeated cycles of disaster recovery spending rather than sustained resilience building, allowing climate shocks to compound disruptions to learning and generate significant non-economic losses for children and their future opportunities,” the report states.

Figures from UNICEF show that investing in education can yield substantial returns, with every USD 1 invested generating $2 to $13 in avoided losses. With the Fund for Responding to Loss and Damage (FRLD) Board meeting in Livingstone, Zambia, from April 22 to 24, humanitarian organizations and world leaders are aiming to broaden global conversations that are essential in shaping recovery and resilience efforts that could build a brighter future for children in these regions.

Through such dialogues, UNICEF urges governments, stakeholders, and donors to strengthen the integration of education within national climate frameworks, which can be done by explicitly referencing education in National Adaptation Plans (NAPs) and Nationally Determined Contributions (NDCs) to unlock access to “climate and loss-and-damage financing”.

UNICEF also advocates applying a climate-risk lens to domestic education financing, which could help ensure that budget allocations to education sectors are climate-informed and adequately support children’s foundational education and the continuation of their education in the long term.

Furthermore, UNICEF stresses the importance of scaling and better targeting international climate finance for education by encouraging major funding mechanisms to allocate resources for education. FRLD is one such example, financially supporting “unavoidable losses” when education systems are not adequately structured to withstand climate shocks.

“These frameworks should therefore clearly articulate how countries will protect education systems from climate-related loss and damage and strengthen learning continuity, enabling governments to align financing from multiple sources – including climate funds and private sector investment – toward sustained and risk-informed education investments that strengthen education systems and reduce future climate-related impacts,” the report states. “Such investments today can help break this cycle by safeguarding learning, reducing future fiscal pressures and protecting children’s development on which long-term human development depends.”

IPS UN Bureau Report