Climate Change and Children’s Rights
The principle of intergenerational equity, which is central to the concept of sustainable development, emphasises that the needs of the present should be met without compromising the ability of future generations to meet their own needs. However, the stark realities of climate change pose significant challenges to achieving this principle. Recent findings, such as the survey conducted by The Guardian among climate scientists, underscore the gravity of the situation. Many scientists are pessimistic about keeping global temperature increases under 1.5 degrees Celsius above pre-industrial levels by the end of this century, with nearly half predicting an increase of 3 degrees. Such a rise would lead to severe consequences, including sea level rises, more extreme weather events, and substantial impacts on food security and migration. These changes are expected to disproportionately affect the world's poor, exacerbating existing inequalities.
Children, both today and in the future, will be among the most affected by these environmental and social changes. The United Nations Convention on the Rights of the Child (CRC) is a crucial international agreement that aims to protect the rights of children, defined as individuals under the age of 18. The CRC outlines children's rights and delineates the responsibilities of governments to ensure these rights are upheld. To further protect children's rights in the context of climate change, the UN has established the Committee on the Rights of the Child, composed of eighteen experts from around the world. This committee convenes three times a year in Geneva to address issues related to children's rights.
In August 2023, the Committee on the Rights of the Child issued General Comment No. 26, which focuses on the impact of climate change on children. This landmark document was developed with input from 16,333 children across 121 countries through a series of consultations. General Comment No. 26 highlights the urgent need to address climate change to safeguard children's rights. It underscores the disproportionate impact climate change will have on children, particularly those from marginalised communities, and calls for comprehensive measures to mitigate these effects and ensure a sustainable and equitable future for all children.
The development of General Comment No. 26 is a significant step in recognizing and addressing the specific vulnerabilities of children in the face of climate change. It serves as a crucial advocacy tool for promoting stronger climate action that takes into account the rights and needs of children, ensuring that inter-generational equity remains at the forefront of sustainable development efforts.
The publication on children’s rights and climate change emphasises several key points, reflecting on various articles of the Convention on the Rights of the Child (CRC) and the implications of environmental issues for children's welfare and rights. A summary of the key points is provided below.
Key points of General Comment No. 26
Consideration of Children’s Best Interests (Articles 2 and 3):
Governments must prioritise the best interests of children in environmental actions, ensuring their safety and survival.
Children should be protected from pollution and lead exposure.
The environment should enable children to enjoy rest and play.
Right to Freedom of Expression and Assembly (Articles 12 and 13):
Children have the right to express their opinions freely, even if they challenge government positions.
They should be able to assemble and advocate for change.
This freedom is crucial for children who participate in public demonstrations, such as climate protests inspired by figures like Greta Thunberg.
Challenges remain in countries where such protests are illegal.
Access to Information on Climate Change (Articles 13 and 17):
Governments often publicise their climate action plans but may not transparently report on the effectiveness of these measures.
It is essential to provide information about climate change in multiple formats and in age-appropriate ways.
Education on Climate Change (Articles 28 and 29):
Children should receive education on climate change tailored to their age and context.
Despite increasing awareness among educators, curricula development on climate change is lagging.
Education should equip children with both the knowledge of climate issues and the social skills needed to advocate for change.
Impact of Climate Change on Discrimination (Articles 2, 19 and 30):
Climate change may exacerbate discrimination, particularly against ethnic minorities.
Children from ethnic minorities often have strong ties to their natural environments, which are integral to their culture.
Governments need to consider the implications of land use decisions on these communities.
Provision of Rest and Play Environments (Article 31):
Governments must ensure safe and secure play areas for children.
This is particularly critical in densely populated urban areas where recreational spaces are limited.
Urban planning should consider the need for children’s play areas, especially as rural-to-urban migration increases.
General Statement on Children’s Environmental Rights:
Children have the right to a clean, healthy, and sustainable environment.
This includes access to clean air and water, safe climates, healthy ecosystems, nutritious food, and non-polluted surroundings.
In conclusion, the publication underscores the importance of integrating children’s rights into climate action, ensuring their safety, health, and well-being, and empowering them with the knowledge and tools to advocate for a sustainable future.
How can we, as Educators, respond to this document?
As educators, we can respond to the document by taking a multi-faceted approach that involves informing, educating, empowering, and collaborating with our school communities. Here’s a structured plan on how to achieve this:
Raising Awareness
Organise informational sessions and workshops for parents and community members to explain the importance of the document and the impact of climate change on their children’s future.
Utilise newsletters, school websites, and social media to disseminate information about climate change and its relevance to the well-being of students.
Integrating Climate Education into the Curriculum
Curriculum Development:
Ensure the curriculum includes comprehensive and accurate information on climate change, its causes, and its consequences.
Incorporate systems thinking and holistic approaches to problem-solving, highlighting the interconnectedness of climate change and social inequities.
Utilise existing high-quality curricula materials that meet these requirements, and advocate for their trial and implementation in diverse educational contexts. Several of these have been showcased by Sused.org.
Skill Development:
Focus on developing students’ critical thinking, problem-solving, and systems thinking skills.
Incorporate project-based learning that addresses real-world climate issues and encourages innovative solutions.
Empowering Students
Agency and Activism:
Creative opportutinies for students to engage in climate activism and advocacy in a constructive and thoughtful manner.
Facilitate student-led initiatives and clubs focused on environmental sustainability and climate action.
Provide platforms for students to express their concerns and ideas about environmental issues.
Sustainable School Practices
Operational Changes:
Implement sustainable practices in school operations to reduce the carbon footprint, such as energy-efficient buildings, waste reduction programs, and sustainable transportation options.
Develop the campus in an ecologically positive way, including creating green spaces, gardens, and promoting biodiversity.
Student involvement:
Involve students in decision-making processes related to sustainability efforts within the school.
Encourage students to take part in projects that enhance the school’s sustainability, such as recycling programs, energy audits, and conservation projects.
Policy and Governance
Engagement with Governing Bodies:
Advocate for school governing bodies to actively engage with students on environmental concerns and incorporate their feedback into policy-making.
Develop policies that align with the principles outlined in the General Comment of the CRC No. 26, ensuring that children’s rights in relation to climate change are upheld.
Using CRC General Comment No. 26 as a Guideline
Moral Compass:
Use the CRC General Comment No. 26 as a foundational document to guide educational practices and policies related to climate change.
Ensure that the principles of child rights and climate justice are integrated into all aspects of school life, from the classroom to the boardroom.
By taking these steps, educators can not only respond effectively to the document but also play a crucial role in preparing students ot face the challenges of climate change and become proactive agents of change in their communities.
References
K.Arts “Children’s rights and climate change” in Claire Fenton-Glynn, “Children's Rights and Sustainable Development: Interpreting the UNCRC for Future Generations”, Cambridge University Press, 2019, pp. 216-235
D.Carrington “World’s top climate scientists expect global temperatures to blast past 1.5 degrees Celsius” (link)
The United Nations High Commission for Children's Rights, General Comment No26 (link)