Climate change is a threat multiplier that exacerbates educational disparitiesResearch on how climate change affects education and learning is growing, although studies remain limited. Within this emerging evidence base, research suggests that climate change impacts such as extreme temperatures and weather events can negatively affect educational outcomes, student achievement, educational infrastructure, school readiness, and learning capacity. Notably, climate change has been identified as a threat multiplier for educational disparities that can worsen or amplify pre-existing inequities faced by vulnerable or under-resourced communities. While theory strongly supports the claim that climate change adversely impacts learning and exacerbates disparities, empirical research documenting these effects remains limited. This weight-of-evidence scoping review was therefore conducted to systematically evaluate the current evidence on the effects of climate change exposure on children’s educational outcomes.
A systematic search of academic databases was conducted to identify peer-reviewed studies examining the impact of climate change exposure on children’s (age 0–18) educational outcomes. Only studies published in English were eligible for inclusion in the review. All study designs were considered, except study protocols, and no restrictions were placed on publication dates or region. Based on these criteria, 31 studies were selected, comprising 28 primary research articles and 3 commentaries or reviews. The earliest study was published in 2002; however, studies on climate change and aspects of education were not consistently published until 2016. Six studies were from the US, and two studies were each conducted in China, India, Nigeria, Cameroon, and South Africa. Eighteen other countries had one study each. The studies examined a range of ages (5-23 years), climatic exposures, and educational outcomes. Study quality was appraised using the CHANGE (Climate Health ANalysis Grading Evaluation) tool to assess scientific rigor and potential bias. Most studies were of moderate to high quality and rigor. The studies were classified into five educational outcome categories: (1) Student Learning in the Humanities, (2) Student Learning in Math and Science, (3) Executive Function and Cognition, (4) Attendance and School Closures, and (5) Educational Advancement Milestones. Thirteen studies investigated multiple educational outcomes and were classified into more than one category. Findings within each domain were thematically synthesized across studies. The review also examined whether the studies conceptualized and investigated climate change as a threat multiplier for educational disparities.
Consistent patterns emerged across the studies, with climate change linked to reduced educational outcomes within all five categories. The most studied exposures were temperature-related, especially extreme heat, which was consistently associated with negative effects. Thirteen studies examined the impact of climate change on student learning in the humanities, primarily reading comprehension. Each study reported negative effects. Ten studies also reported that climate change negatively affected student learning in math and science, based on test scores. Three studies examined executive function and cognition (primarily attention), and all linked higher temperatures to reduced performance in these domains. Student attendance and school closures were investigated by 12 studies. Findings here varied somewhat by geographic focus. Two studies conducted in Nigeria did not find that high temperatures affected attendance or school closures. However, all other studies linked higher temperatures to reduced student attendance. All four studies that examined educational advancement milestones, including attainment levels, completion of education, and college admission exams, reported adverse impacts. Twelve studies examined climate change as a threat multiplier, although it was not their primary focus. All of these studies indicated that climate change exacerbated pre-existing disparities for vulnerable groups, including children from low-income families, Black and Hispanic students, girls in low- and middle-income countries, and rural populations. Importantly, ten of the studies directly tested the concept of threat multiplication and found statistical evidence supporting it. These results underscore how climate change acts as a threat multiplier for educational inequities, highlighting the urgent need to address its compounded impacts.
The review represents a critical step toward strengthening the evidence base on the adverse impacts of climate change on education and its potential to exacerbate existing educational disparities. The researchers conclude that “the amplification of these existing inequities by climate change presents a critical threat to educational access and attainment for these communities with pre-existing disparities.” While research on climate change and education has increased in recent years, the review highlights the paucity of research in this area. Given the anticipated extreme impacts of climate change on education, there is an urgent need for globally diverse research. To strengthen the evidence base established by this review, future studies should investigate the long-term educational impacts of climate change in low-income and climate-vulnerable regions; assess the effectiveness of climate-resilient infrastructure and educational interventions; incorporate more diverse measures of academic achievement beyond test scores; and draw on community and Indigenous knowledge. In particular, research is needed to directly investigate how climate change exacerbates pre-existing educational disparities, as existing literature treated this as a secondary consideration. “Such efforts are crucial for advancing our understanding and developing effective strategies to mitigate the multifaceted challenges posed by climate change on aspects of education worldwide.”
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