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<p>Climate change increasingly disrupts children’s education in hazard-prone regions, yet empirical evidence explaining how climate-induced socioeconomic stress translates into educational disruption remains limited. Existing studies largely document associations between climate exposure and schooling outcomes but insufficiently explain the household-level mechanisms linking livelihood shocks to absenteeism and dropout, particularly from children’s perspectives. Addressing this gap, this study examines the socioeconomic pathways through which climate change affects children’s educational attainment in highly vulnerable coastal communities of Bhola District, Bangladesh. A convergent mixed-methods design was employed. Quantitative data were collected from 384 school-going children and analyzed using bivariate chi-square tests and multivariate logistic regression to assess predictors of prolonged absenteeism and dropout risk. These findings were complemented by 20 in-depth interviews with children and parents, analyzed using Braun and Clarke’s six-step thematic analysis. The quantitative results show that household income loss and child labor involvement are the strongest predictors of both absenteeism and dropout risk, followed by climate-induced migration and displacement, and food insecurity. Early marriage pressures emerge as a significant determinant of dropout risk, functioning as a terminal pathway to permanent school discontinuation. Qualitative thematic findings corroborate these results and reveal interconnected mechanisms, including income-driven educational reprioritization, substitution of schooling with labor, migration-related enrollment barriers, hunger-induced learning constraints, and marriage-related school exit. Integrated analysis demonstrates that climate change affects education primarily through cascading household coping strategies rather than hazard exposure alone. The findings underscore the need for child-centered, socioeconomic-sensitive climate adaptation strategies to safeguard educational continuity in climate-vulnerable coastal settings.</p>

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The socioeconomic impact of climate change on children’s educational attainment in coastal Bangladesh

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年7月11日

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  • Meraz Hossen Cesti,
  • Farjana Afroz,
  • Tareq Mahamud Abir

摘要

Climate change increasingly disrupts children’s education in hazard-prone regions, yet empirical evidence explaining how climate-induced socioeconomic stress translates into educational disruption remains limited. Existing studies largely document associations between climate exposure and schooling outcomes but insufficiently explain the household-level mechanisms linking livelihood shocks to absenteeism and dropout, particularly from children’s perspectives. Addressing this gap, this study examines the socioeconomic pathways through which climate change affects children’s educational attainment in highly vulnerable coastal communities of Bhola District, Bangladesh. A convergent mixed-methods design was employed. Quantitative data were collected from 384 school-going children and analyzed using bivariate chi-square tests and multivariate logistic regression to assess predictors of prolonged absenteeism and dropout risk. These findings were complemented by 20 in-depth interviews with children and parents, analyzed using Braun and Clarke’s six-step thematic analysis. The quantitative results show that household income loss and child labor involvement are the strongest predictors of both absenteeism and dropout risk, followed by climate-induced migration and displacement, and food insecurity. Early marriage pressures emerge as a significant determinant of dropout risk, functioning as a terminal pathway to permanent school discontinuation. Qualitative thematic findings corroborate these results and reveal interconnected mechanisms, including income-driven educational reprioritization, substitution of schooling with labor, migration-related enrollment barriers, hunger-induced learning constraints, and marriage-related school exit. Integrated analysis demonstrates that climate change affects education primarily through cascading household coping strategies rather than hazard exposure alone. The findings underscore the need for child-centered, socioeconomic-sensitive climate adaptation strategies to safeguard educational continuity in climate-vulnerable coastal settings.