What Climate Change Means for Little Kids — And Their Caregivers – EdSurge

Climate Change Impacts on Early Childhood Development: A Sustainable Development Goals Perspective

Introduction: Climate Change as a Barrier to Sustainable Development

Recent extreme weather events, such as Hurricane Melissa and widespread wildfires, highlight the escalating climate crisis. These events disproportionately impact the most vulnerable populations, including young children and their caregivers, thereby posing a direct threat to the achievement of the United Nations Sustainable Development Goals (SDGs). The early care and education sector is on the front lines of this crisis, facing challenges that undermine progress on health, education, equality, and economic stability.

Analysis of Climate-Induced Vulnerabilities and SDG Setbacks

Impact on Health and Well-being (SDG 3)

The physical and mental health of young children is uniquely threatened by climate change, creating a significant challenge to SDG 3 (Good Health and Well-being). Children are more susceptible to climate-related health risks for several reasons:

• Physiological Vulnerability: Young children have a reduced capacity for thermoregulation, making them more susceptible to extreme heat. Their higher respiratory rate also increases their exposure to airborne pollutants from events like wildfires.
• Psychological Trauma: Natural disasters can cause significant trauma, stress, and anxiety. Children often internalize the stress of their caregivers, leading to behavioral issues such as sleep disruption and emotional distress.
• Dependence on Caregivers: Children rely entirely on adults for safety, hydration, and appropriate clothing during extreme weather events, placing an immense responsibility on caregivers.

Disruption to Quality Education and Lifelong Learning (SDG 4)

Climate change directly obstructs the provision of quality early childhood education, a foundational element of SDG 4 (Quality Education). Educational continuity and developmental opportunities are compromised through:

• Facility Destruction: Extreme weather events have led to the widespread destruction and closure of child care programs. Wildfires in Los Angeles destroyed at least 40 programs, while Hurricane Helene damaged at least 55 facilities in North Carolina.
• Interruption of Learning: The closure of early learning centers disrupts the routines and secure attachments that are critical for young children’s development and feelings of security.
• Reduced Outdoor and Nature-Based Learning: Poor air quality and extreme heat limit outdoor playtime, which is essential for physical development and can reshape children’s long-term relationship with the natural environment.

Erosion of Economic Stability and Increased Inequality (SDGs 1, 5, 8, 10)

The climate crisis exacerbates existing socio-economic vulnerabilities within the early childhood sector, hindering progress on SDG 1 (No Poverty), SDG 5 (Gender Equality), SDG 8 (Decent Work and Economic Growth), and SDG 10 (Reduced Inequalities).

• Economic Precarity of Educators: The early childhood workforce, which is predominantly female and among the lowest-paid in the United States, lacks the financial resources to recover from climate-related disasters that destroy their homes and livelihoods.
• Threat to Decent Work: The destruction of child care facilities, many of which are small businesses run by women, eliminates jobs and undermines economic stability within communities.
• Disproportionate Impact: Climate change disproportionately affects low-income families and caregivers, deepening existing inequalities and creating cycles of disadvantage.

Statistical Evidence of Widespread Climate Impact

National Survey Findings

A national survey conducted by RAPID at Stanford University in August 2024 quantifies the extent of the crisis:

• 57 percent of child care providers had experienced at least one extreme weather event in the prior two years.
• 61 percent of parents with children under age 6 reported the same.
• Over half of parents stated that their children’s physical health and emotional well-being were negatively affected by these events.

Recommendations for Proactive Climate Action and SDG Alignment

A Framework for Building a Resilient Early Childhood Sector

To mitigate these impacts and align with SDG 13 (Climate Action) and SDG 11 (Sustainable Cities and Communities), a proactive rather than reactive approach is essential. The following actions are recommended to support the early education sector and the vulnerable families it serves:

1. Increase Public Investment: Dedicated public funding at the federal, state, and local levels is required to help child care programs build climate-resilient infrastructure and recover from disasters.
2. Integrate Climate Resiliency into Governance: Policymakers must incorporate climate adaptation and emergency response planning specifically for the early childhood sector into broader governance structures.
3. Galvanize Stakeholder Action: Mobilize a coalition of parents, community leaders, and businesses to advocate for policies and investments that protect children and their caregivers from climate threats.
4. Strengthen Institutional Support: Develop robust plans and resource allocation to support early educators, recognizing their crucial role in maintaining community stability during and after climate-related crises.

Analysis of Sustainable Development Goals in the Article

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

1. SDG 13: Climate Action
   • The article’s central theme is the impact of climate change, which is explicitly mentioned: “We’re watching climate change unfold before our eyes.” It discusses various climate-related natural disasters such as Hurricane Melissa, wildfires, and heat waves, directly linking them to the need for climate action.
2. SDG 3: Good Health and Well-being
   • The article extensively covers the health impacts on children. It notes that “More than half of parents… said that their children’s physical health and emotional well-being are negatively affected by extreme weather.” It also details specific vulnerabilities, such as children being “more susceptible to extreme heat” and experiencing psychological trauma from disasters.
3. SDG 4: Quality Education
   • The disruption to early childhood education is a primary focus. The article reports on the destruction of educational facilities, stating that wildfires “destroying at least 40 child care programs” and a hurricane damaging “at least 55 child care programs.” This leads to “missed learning opportunities” for young children.
4. SDG 11: Sustainable Cities and Communities
   • The article discusses the destruction of critical infrastructure (child care centers) and the displacement of people. It highlights the vulnerability of communities to natural disasters, mentioning how wildfires “wiped out entire neighborhoods” and displaced “families who depend on them.” This connects to the goal of making human settlements resilient.
5. SDG 1: No Poverty
   • The economic vulnerability of early childhood educators is emphasized. The article describes them as “among the lowest-paid professionals in the United States,” with “Nearly half use some form of public assistance.” It points out that when disasters strike, “they rarely have the resources to rebuild quickly,” linking poverty to a lack of resilience against climate shocks.

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

1. Target 13.1: Strengthen resilience and adaptive capacity to climate-related hazards and natural disasters in all countries.
   • The article’s conclusion calls for proactive measures: “we should be proactive, rather than reactive… We need to make sure we have plans in place, investments in place, to support early educators.” This directly aligns with building resilience and adaptive capacity.
2. Target 11.5: By 2030, significantly reduce the number of deaths and the number of people affected and substantially decrease the direct economic losses… caused by disasters… with a focus on protecting the poor and people in vulnerable situations.
   • The article quantifies the impact of disasters by citing the number of child care programs destroyed or damaged and the estimated “$46 million in facilities repairs.” It specifically focuses on protecting vulnerable populations like children and low-income educators.
3. Target 4.2: By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education.
   • The destruction and closure of hundreds of child care programs, as detailed in the article, directly impedes access to early childhood care and education, making this target highly relevant.
4. Target 1.5: By 2030, build the resilience of the poor and those in vulnerable situations and reduce their exposure and vulnerability to climate-related extreme events.
   • The article identifies early childhood educators as an “already vulnerable sector” due to low pay and reliance on public assistance. Their inability to recover from disasters highlights the need to build their resilience as described in this target.
5. Target 3.d: Strengthen the capacity of all countries… for early warning, risk reduction and management of national and global health risks.
   • The article emphasizes the unique health risks children face from climate change, including physical susceptibility to heat and psychological trauma. The call for proactive plans and support systems relates to managing these specific health risks.

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

1. Economic and Infrastructure Loss Indicators:
   • The article provides specific numbers that can serve as indicators of disaster impact, such as “at least 40 child care programs” destroyed, “240 to close,” “at least 55 child care programs” damaged, and an estimated economic loss of “$46 million in facilities repairs.” These directly measure damage to critical infrastructure.
2. Health and Well-being Indicators:
   • The survey data cited provides measurable indicators: “57 percent of child care providers and 61 percent of parents with children under age 6 had experienced at least one extreme weather event.” Furthermore, the statement that “More than half of parents… said that their children’s physical health and emotional well-being are negatively affected” is a direct indicator of the health impact.
3. Social and Economic Vulnerability Indicators:
   • The statistic that “Nearly half [of early childhood educators] use some form of public assistance” serves as an indicator of the economic vulnerability of this key group, which is crucial for measuring progress towards building resilience for the poor.
4. Educational Access Indicators:
   • The number of child care programs closed or destroyed is a direct indicator of the disruption to educational access. The article implies another indicator: the number of children displaced from their early learning programs and the duration of these disruptions.

4. Table of SDGs, Targets, and Indicators

Source: edsurge.com