THE phrase ‘today’s children are tomorrow’s future’ rings increasingly hollow in the wake of UNICEF’s recent report, ‘Learning Interrupted: Global Snapshot of Climate-Related School Disruptions in 2024’. Education is a fundamental human right and a cornerstone of national progress, yet the growing frequency of extreme weather events — intensified by climate change — threatens to derail the education of millions. For a country like Bangladesh, one of the most climate-vulnerable nations in the world, this crisis is no longer a distant threat but an immediate reality.
According to the report, 242 million students worldwide, from pre-primary to upper secondary levels, faced school disruptions due to climate-related events in 2024 alone. Among them, 33 million were in Bangladesh. South Asia bore the brunt, with 128 million students affected by climate-induced school closures. In Bangladesh, extreme heatwaves were the primary cause of disruption, followed by cyclone Remal and the devastating floods in June 2024, which jeopardised the education of millions of children. These numbers paint a stark picture: the climate crisis is no longer an isolated environmental issue — it is an existential threat to the nation’s future.
The implications extend far beyond missed school days. Increased dropout rates, deteriorating mental and physical health, and a surge in child marriage are among the cascading consequences of climate-induced educational disruptions. National and international reports have already highlighted these alarming trends. Yet, UNICEF’s report underscores a glaring gap: schools and education systems remain largely unprepared to protect students from the fallout of extreme weather events. Meanwhile, investments in climate-resilient education infrastructure remain woefully insufficient.
This raises an urgent question: to what extent has the intersection of climate and education been truly recognised in Bangladesh? How long must classrooms wait for meaningful climate action?
A World Bank report stresses the need to build safer and more resilient schools to counter the growing risks of climate change. The ‘Global Program for Safer Schools,’ managed by the World Bank, has already strengthened school infrastructure in 35 countries, benefiting over 121 million students. Similarly, research from the US Green Building Council highlights the significance of climate-resilient schools in safeguarding students’ well-being while ensuring uninterrupted learning. It outlines key priorities, including better indoor air quality, improved water access, enhanced thermal comfort, and the use of safe building materials. These measures offer a blueprint for Bangladesh, yet their large-scale implementation remains a distant dream given resource constraints and competing national priorities.
However, recognising the problem is not enough. Without decisive action, the future of millions of children is at risk. While climate disruptions may be unavoidable, their impact on education can and must be mitigated through sustainable policies and targeted investments. Bangladesh must urgently integrate climate resilience into its education policies, ensuring that learning continues despite environmental shocks.
Moreover, the Sustainable Development Goals — SDG 4: quality education and SDG 13: climate action — highlight the need for an education system that is not only inclusive and accessible but also resilient to climate threats. Quality education must equip children with the knowledge and skills to navigate climate challenges while fostering a culture of environmental responsibility. Achieving this requires a concerted effort — governments, development partners, and educators must work together to reform curricula, train teachers on climate adaptation, and enforce strict oversight of climate funds to ensure transparency and accountability.
At the heart of these efforts lies the principle of sustainable development: meeting the needs of the present without compromising the ability of future generations to do the same. By embedding sustainability into educational and policy frameworks, Bangladesh can prepare its young learners to confront the climate crisis head-on.
As the country continues to endure recurring heatwaves, floods, cyclones, and worsening air quality, ensuring that children can learn in safe and healthy environments must no longer be an afterthought. Climate change is already rewriting the future of education in Bangladesh — whether that future is one of resilience or ruin depends on the actions taken today.
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Asif All Mahmud Akash is a freelance researcher.