Air Quality ‘Will Kill’ in World’s Most Polluted City – Newsweek

Report on Severe Air Pollution in Tehran and its Implications for Sustainable Development Goals

1.0 Executive Summary

Tehran is experiencing a severe air pollution crisis, with air quality reaching life-threatening levels. This environmental emergency directly contravenes several Sustainable Development Goals (SDGs), notably SDG 3 (Good Health and Well-being) and SDG 11 (Sustainable Cities and Communities). The crisis has necessitated the closure of educational institutions, impacting SDG 4 (Quality Education), and is compounded by a national water crisis, civil unrest, and political instability, challenging SDG 6 (Clean Water and Sanitation) and SDG 16 (Peace, Justice and Strong Institutions). This report outlines the key dimensions of the crisis and analyzes its impact through the lens of the SDGs.

2.0 Public Health and Education Crisis

2.1 Impact on SDG 3: Good Health and Well-being

The air pollution has created a public health emergency, with official warnings that the smog “will kill.”

• The Tehran Air Quality Control Company has placed the city in the “red zone,” with an Air Quality Index (AQI) of 200, which is unhealthy for all population groups.
• The Iranian Health Ministry estimates that illnesses linked to poor air quality cause approximately 59,000 deaths annually.
• The economic burden of these health impacts exceeds $17 billion per year, surpassing the national health budget and representing a significant setback for SDG 3.
• Authorities have issued advisories for residents, particularly those with pre-existing conditions, to remain indoors, anticipating a surge in hospital admissions.

2.2 Impact on SDG 4: Quality Education

The crisis has led to the widespread closure of schools and universities in the capital and other affected cities.

• This disruption directly undermines the objective of ensuring inclusive and equitable quality education for all.
• The government’s reliance on “television school” instead of online learning highlights a critical infrastructure gap, indicating challenges in achieving SDG 4 targets related to technology and resilient education systems.

3.0 Environmental and Urban Sustainability Failures

3.1 Challenges to SDG 11: Sustainable Cities and Communities

Tehran’s ranking as the world’s most polluted city underscores a critical failure in achieving sustainable urban development.

1. Pollution Sources: The crisis is driven by a combination of industrial emissions, heavy vehicular traffic, and a thermal inversion effect exacerbated by the city’s geography.
2. Hazardous Conditions: Air quality levels are considered hazardous for the city’s more than 15 million residents, creating an unsafe and unsustainable urban environment.
3. Regional Impact: Other major cities, including Mashhad (AQI 160) and Isfahan (AQI 159), are also experiencing unhealthy air quality, indicating a systemic national problem.

4.0 Governance, Economic, and Regional Dimensions

4.1 Intersection with SDG 16: Peace, Justice and Strong Institutions

The environmental emergency is unfolding amid significant political and social pressures, testing the resilience and effectiveness of national institutions.

• The convergence of the air pollution crisis, a national water shortage (related to SDG 6), and civil unrest creates a complex challenge for governance.
• The government’s ability to implement effective, long-term environmental reforms is a critical test for achieving the stability and strong institutions envisioned in SDG 16.

4.2 Implications for SDG 17: Partnerships for the Goals

The crisis has transboundary implications, as pollution and water scarcity affect neighboring regions.

• This cross-border environmental stress highlights the need for regional cooperation and partnerships to address shared challenges, a core principle of SDG 17.

5.0 Conclusion and Recommendations

The air pollution crisis in Tehran represents a multi-faceted failure to advance the 2030 Agenda for Sustainable Development. Immediate emergency measures, such as school closures, are insufficient. A long-term, integrated strategy is required to address the root causes.

5.1 Path Forward

1. Invest in Sustainable Infrastructure: Prioritize investments in public transportation and emissions-reduction technologies to make progress toward SDG 11 and SDG 13 (Climate Action).
2. Strengthen Public Health Systems: Enhance healthcare capacity to manage the health impacts of pollution, in line with SDG 3.
3. Develop Resilient Education Systems: Improve digital infrastructure to ensure continuity of learning during emergencies, supporting SDG 4.
4. Promote Integrated Governance: Adopt holistic policies that address the interconnected challenges of air pollution, water scarcity, and public discontent to build stronger institutions as per SDG 16.

Analysis of Sustainable Development Goals in the Article

1. Which SDGs are addressed or connected to the issues highlighted in the article?

1. SDG 3: Good Health and Well-being
   • The article directly connects Tehran’s air pollution to severe health consequences. It mentions that the smog has reached “life-threatening levels” and quotes the Health Ministry’s estimate that “almost 59,000 Iranians die each year from illnesses linked to poor air quality, including respiratory and cardiovascular diseases.” This highlights a direct failure to ensure healthy lives and promote well-being.
2. SDG 11: Sustainable Cities and Communities
   • The central theme of the article is the environmental crisis within a major urban center, Tehran. The text states that Tehran was ranked as the “world’s most polluted city,” with an air quality index reaching 200. This directly relates to the goal of making cities inclusive, safe, resilient, and sustainable, particularly concerning urban environmental quality.
3. SDG 4: Quality Education
   • The air pollution crisis has a direct impact on education. The article reports that “schools and universities across the capital were forced to close” due to the hazardous conditions. It also notes that the lack of “adequate internet infrastructure for online education” further disrupts learning, preventing a seamless transition to remote classes.
4. SDG 6: Clean Water and Sanitation
   • Although the primary focus is on air pollution, the article explicitly mentions a “worsening national water crisis” and “chronic water shortages” as a compounding factor contributing to domestic tensions. This connects the broader environmental challenges in Iran to the goal of ensuring the availability and sustainable management of water.
5. SDG 16: Peace, Justice and Strong Institutions
   • The article links the environmental crises to political instability. It notes that the combination of smog and water shortages has “heightened domestic tensions” and created a “pressure point for a government already navigating widespread public dissatisfaction.” This suggests that the failure of institutions to manage environmental challenges is undermining public trust and contributing to “recurring civil unrest.”

2. What specific targets under those SDGs can be identified based on the article’s content?

1. Target 3.9: By 2030, substantially reduce the number of deaths and illnesses from hazardous chemicals and air, water and soil pollution and contamination.
   • The article’s focus on the “life-threatening levels” of smog and the statistic of “59,000 Iranians die each year from illnesses linked to poor air quality” directly relates to this target.
2. Target 11.6: By 2030, reduce the adverse per capita environmental impact of cities, including by paying special attention to air quality and municipal and other waste management.
   • The entire article is an exposition of the failure to meet this target in Tehran, which is described as the “world’s most polluted city” due to “industrial emissions, heavy traffic and the inversion effect.”
3. Target 4.1: By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes.
   • The forced closure of schools and universities directly impedes the delivery of education, thus affecting progress toward this target. The disruption prevents students from accessing continuous and quality learning.
4. Target 6.4: By 2030, substantially increase water-use efficiency across all sectors and ensure sustainable withdrawals and supply of freshwater to address water scarcity and substantially reduce the number of people suffering from water scarcity.
   • The mention of a “worsening national water crisis” and “chronic water shortages” points to challenges in sustainably managing freshwater resources, which is the core of this target.
5. Target 16.6: Develop effective, accountable and transparent institutions at all levels.
   • The article implies a weakness in institutional response, noting that the environmental crisis intersects with “political and economic grievances” and contributes to “widespread public dissatisfaction” and “civil unrest,” highlighting a gap in effective governance.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

1. Indicator for Target 3.9 (Mortality rate attributed to air pollution):
   • The article provides a specific data point: “almost 59,000 Iranians die each year from illnesses linked to poor air quality.” This figure serves as a direct indicator of the mortality rate attributable to ambient air pollution (Indicator 3.9.1).
2. Indicator for Target 11.6 (Annual mean levels of fine particulate matter in cities):
   • While not giving a specific PM2.5 value, the article provides strong proxy indicators. It mentions Tehran’s “air quality index climbed to 200—unhealthy for all groups” and its ranking as the “world’s most polluted city.” These metrics directly reflect the level of urban air pollution (Indicator 11.6.2).
3. Indicator for Target 4.1 (Proportion of children and young people achieving proficiency):
   • The article implies a negative impact on this through the indicator of educational disruption: “schools and universities across the capital were forced to close.” The number of days schools are closed due to pollution can be a quantitative measure of lost learning opportunities.
4. Indicator for Target 6.4 (Level of water stress):
   • The article provides a qualitative indicator by describing a “worsening national water crisis” and “chronic water shortages.” This language implies a high level of water stress (Indicator 6.4.2), where freshwater demand exceeds the available supply.
5. Indicator for Target 16.6 (Public satisfaction with public services):
   • The article implies a low level of public satisfaction through qualitative indicators such as “political upheaval, recurring civil unrest,” and “widespread public dissatisfaction,” which are linked to the government’s handling of the environmental crises.

4. Summary Table of SDGs, Targets, and Indicators

Source: newsweek.com