Climate change is no longer a distant threat or an abstract statistic; it is a current reality fundamentally reshaping the landscape of global education.

While the climate crisis affects every child, its impact is highly inequitable. For millions of learners with disabilities living in particularly climate-vulnerable regions, a single extreme weather event – a flood, a cyclone or a prolonged heatwave – frequently marks the permanent end of their education.

As governments, the INGO sector and the wider international community strive to build “climate-resilient” education systems, we must ask a critical, often overlooked question: resilient for whom?

If infrastructure is rebuilt without universal accessibility after a storm, if early warning systems rely exclusively on audio alerts, or if emergency plans ignore the power requirements of life-sustaining assistive technology, we are not building resilience. We are entrenching exclusion and programming children with disabilities out of the climate response.

Data demonstrates that people with disabilities are disproportionately affected by climate change. This vulnerability is not an inherent feature of people’s impairments, but a direct consequence of systemic failures in how development and humanitarian infrastructure is designed.

When climate-induced disasters occur, learners with disabilities face a distinct combination of structural barriers:

• Inaccessible infrastructure: Schools and designated evacuation centres rarely integrate universal design. This makes them physically unreachable for people with mobility impairments during crises.
• Information gaps: Early warning and disaster-risk communication systems are seldom produced in accessible formats (such as Braille, Easy Read or sign language). This causes critical delays in emergency response for sensory or cognitive learners.
• Disruption to assistive technology: Many learners rely on assistive devices that need consistent electricity. Climate-induced power grid failures and displacement abruptly renders these vital learning tools unusable.
• Socio-economic shocks: When climate shocks depress household incomes, children with disabilities are often the first to be withdrawn from school due to escalating caregiving demands, the loss of accessible transport, or household financial strain.

To address these risks, the sector must pivot away from outdated “charity” interventions and firmly embed a rights-based framework which positions disability inclusion as a core, non-negotiable measure of all climate adaptation programming.

Sightsavers’ programmatic approach to climate-resilient education is structurally anchored in the United Nations Convention on the Rights of Persons with Disabilities. We design our interventions to directly operationalise the following statutory rights in the face of escalating environmental crises:

• Article 3 (General Principles): Mandates full participation and accessibility. Our programmes aim to give everyone equitable access to opportunity, ensuring a child’s right to learn is insulated from environmental shocks.
• Article 4 (General Obligations): Requires states and development actors to guarantee human rights without discrimination. Programmatically, this means establishing formal mechanisms to ensure Organisations of People with Disabilities (OPDs) co-design climate-responsive education policies from inception.
• Article 11 (Situations of Risk and Humanitarian Emergencies): Dictates the protection of people with disabilities during natural disasters. Resilience is only achieved when emergency education plans and evacuation protocols are proactively inclusive.

Sightsavers is piloting operational models to demonstrate how inclusive climate action functions in practice. This builds on our previous work under Inclusive Futures (the UK aid-funded flagship disability inclusion initiative) which successfully integrated inclusive policies across 2,444 schools to reach 490,000 students across Narsingdi and Sirajganj in Bangladesh. Following on from this, we have launched a targeted pilot initiative in another part of the country: Sarankhola Upazila.

Sarankhola, a coastal region in Bagerhat highly vulnerable to cyclones and flash flooding, serves as our pilot zone to test an education system capable of withstanding environmental shocks without reinforcing exclusion. Working in consortium with Sense International and the Centre for Disability in Development, the project engages multiple sectors across four distinct pillars.

• Inclusive disaster risk management: Standard disaster management frameworks routinely overlook the specific requirements of learners with disabilities. We are building the capacity of local disaster management committees to ensure early warning systems are multi-sensory and search-and-rescue teams are better technically equipped to assist individuals with diverse impairments during evacuations.
• Resilient infrastructure and universal design: In partnership with Bangladesh’s Directorate of Primary Education, we are implementing universal design standards in 20 target schools. The objective is to keep physical and digital learning environments operational and accessible during periods of instability, and show that proactive accessibility is a highly cost-effective alternative to retrospective modification.
• Continuously learning through home-based education: In places where flooding disrupts physical access to classrooms for weeks at a time, home-based education serves as a vital alternative. That’s why our project is equipping communities and caregivers to deliver home-based curriculum, training teachers in 114 primary schools in Universal Design for Learning and creating pathways back into mainstream schools once climate disruptions subside.
• Systemic accountability and national policy alignment: This pilot is specifically aligned with Bangladesh’s national Primary Education Development Programme 5 (PEDP-5). The newly launched PEDP-5 marks a strategic evolution in the country’s education sector as it explicitly shifts the focus from basic classroom “access” to equitable learning outcomes by targeting barriers related to disability and climate vulnerability. By embedding OPDs and parent-led self-help groups into the pilot’s planning cycle, we are ensuring that grassroots insights directly inform national standards for inclusive, climate-responsive schooling.

Educational continuity in an era of climate crisis depends on building systems that are intentionally and systematically inclusive. True resilience cannot be achieved in silos. By integrating universal design, safeguarding assistive technology infrastructure and formally embedding OPDs into education sector planning from day one, we are doing more than protecting a child’s right to learn – we are demonstrating a replicable pathway toward an equitable, climate-resilient society.