Preventing future crises: lessons from Covid-19 for climate displacement

BY ANJA NIELSEN SENIOR POLICY ADVISER, EDUCATION AND YOUTH UK NATIONAL COMMITTEE FOR UNICEF (UNICEF UK)

From England to Egypt, India to Italy, children around the world are continuing to face severe disruption to education during Covid-19. Schools are shuttered, playgrounds are closed, sports groups are on pause – children’s worlds are on hold. The well-reported UNESCO figure that 1.6 billion learners were out of school at the peak of the pandemic continues to make the rounds, often followed by the phrase ‘even before Covid-19’ and an alarming statistic about the world’s lack of progress on Sustainable Development Goal 4 (SDG4). 1 Indeed, the scale of disruption – and its impact on the world’s already stagnating progress towards achieving universal education – are deeply troubling.


But while Covid-19 has taken many education systems by surprise, it is neither the first nor the last disruption that many children will face in their educational journeys. Climate change, including climate displacement, could cause further gaps in education if systems are not built to withstand the shocks we know are coming.


There are many lessons to draw from educational responses to Covid-19, including the critical importance of distance learning initiatives, relevant teacher training and support, and closing the digital divide, to name a few. These lessons add to those already developed through previous emergencies, such as the need to prioritise education in times of crisis, addressing children’s psychosocial as well as educational needs, and providing school feeding programmes to draw children back to school. These lessons must all be collected and used to strengthen education systems to prevent future disruption.


The impact of climate change is clear and its impact on human mobility stark. The World Bank reports that, in just three regions, 143 million people could be on the move due to climate change by 2050. 2 Across the world, children and their education are already affected by displacement due to storms, rising sea levels, droughts, and other weather-related incidents. As climate change intensifies, these challenges are only likely to increase. The world’s response must similarly strengthen, or risk educational disruption for millions of children.


How do we do this? We focus on building systems that support children before, during, and after educational disruption.


Before the crisis, we need to ensure children have the skills necessary to respond and adapt, and infrastructure must be strengthened to prevent any disruption. Plans for disaster risk reduction (DRR) and remote learning must be in place before another crisis hits.


During disruption, children must be able to continue their education and bring their progress with them. Technology, such as UNICEF’s Learning Passport, can play a key role in this. Finally, education systems must be able to bounce back and reintegrate children rapidly following crises. Getting all children back to school should be a priority in any emergency.


Time and again children tell us that they want an education. In their aptly named report What do children want in times of emergency and crisis? They want an education, Save the Children notes that ‘99% of children in crisis situations see education as a priority.’ 3 For everything children have given up to stem the spread of Covid-19, we owe them renewed efforts to deliver on the promise of SDG4. We cannot, and must not, let them down.


1 UNESCO, ‘Education: From disruption to recovery’, 2020. Available at tinyurl.com/ya3scc7l.

2 Kanta Kumari Rigaud et al, Groundswell: Preparing for Internal Climate Migration, World Bank Group, 2018. Available at: tinyurl.com/y9dfsvsn.

3 Save the Children, What do children want in times of emergency and crisis? They want an education, Save the Children Fund, 2015. Available at tinyurl.com/va9f4tc


From Engage issue 22.


BY ANJA NIELSEN • July 6, 2021
By Ann Beatty April 6, 2025
This week while out and about in Hertfordshire and we visited the British Schools Museum. We discovered the first school opened by Joseph Lancaster, was known as the ‘Poor Childs Friend”, was in 1810. It was his lifelong mission that all children regardless of their circumstances, should benefit from an education. Apparently, Joseph heard a small girl say, “Oh that I could read!” and this inspired him to create a simple education system that eventually would benefit children across the world. Joseph was the tenth son of a poor man himself from South London. His aim was to offer free education for everyone. However, it would be 93 years before the U.K. government finally made education free for all. There are still many countries today where education is still not free to access and it is certainly not compulsory for primary and secondary age pupils. Joseph’s mission really resonates with that of the Foundation, to support access to education for all. We enjoyed our visit and appreciated the tour given by two of the Museum’s volunteers, Angela and Clare. They described some of the challenges faced in the early years of formal education and shared some of the rules that teachers and students had to abide by with us. 
By Ann Beatty April 4, 2025
Sparks Bristol is a collaborative community project initially envisioned by The Global Goals Centre, (GGC) more of which below. A few years ago, GGC took over an empty Marks and Spencer store and that’s how Sparks was born. Sparks is a department store with a difference, co-created by Global Goals Centre and Artspace Lifespace. On the ground floor is a huge range of shops, installations, events and more. Upstairs is a hub for local artists, it offers affordable studios as well as rehearsal and performance space. The Global Goals Centre is a Bristol-based educational charity inspired by the Sustainable Development Goals. (SDGs). GGC believe the SDG’s or Global Goals as they are sometimes known, can be reached, with imaginative solutions and widespread education and engagement. They work with partners to promote creative solutions and deliver ground breaking projects that work towards these ambitious goals. The Steve Sinnott Foundation supported the Global Goals Centre with seed funding when it first started over 5 years ago. This month we went to visit them to see how they are getting on and we were taken aback by the volume of work they have achieved since they started. It is amazing to see how though working together with other local community groups it has grown into the vibrant centre it is today. All of the creative projects they host are linked to the SDGs. They cover topics that tackle poverty, education, climate change, fashion recycling and upcycling, to name a few.
By Ann Beatty March 28, 2025
Spring is definitely here, daffodils, blossom and crocuses are all basking in the bright sunshine. There is still a chill in the air in the shade but it's happening and all the seeds that were sown over the last few months are coming to fruition. At the Foundation, we have been planning the year ahead and our Positive Periods and Prevention of Gender Based Violence programmes got underway this weekend in Haiti and Ghana. These projects will have a long-lasting effect on the lives of the women and girls who take part: tackling the root causes of gender-based violence and enabling girls to attend school every day when they have their period, to feel safe at school and know how to take action when they are faced with violence. These are the first of many projects planned for the year ahead as we continue to work towards Education for All children everywhere.