Girls, Education and Climate Crisis in Pakistan: From ‘What-Connects’ to a Sense of ‘Self’ and Education after the 2022 Floods

 

Topic: Girls, Education and Climate Crisis in Pakistan: From ‘What-Connects’ to a Sense of ‘Self’ and Education after the 2022 Floods

🔹 Meaning & Introduction:

This topic explores the deep connection between girls’ education and the climate crisis in Pakistan, especially after the devastating 2022 floods. It moves from understanding “what connects” climate and education, to how young girls develop a sense of ‘self’ and resilience through education in times of ecological trauma.

The 2022 floods submerged one-third of Pakistan, displacing millions and destroying over 26,000 schools. Girls, already marginalized in education, faced heightened risks — early marriage, domestic burden, and dropout from school — as infrastructure and livelihoods collapsed. This research frames these crises not just as connected events, but as intertwined systems that shape identity, agency, and access to learning.

1. Introduction and Core Idea

The relationship between climate change, education, and gender is deeply layered in Pakistan, especially in the aftermath of the 2022 floods—the worst in the country’s history. The phrase "from ‘what connects’ to a sense of ‘self’" reflects a critical shift: moving from seeing the issues of girls’ education and climate as separate or loosely connected, to recognizing how climate disasters directly shape girls' identities, futures, and access to education.

The 2022 floods affected 33 million people, destroyed over 2 million homes, and severely impacted education infrastructure. Over 26,000 schools were damaged or destroyed. Girls, already disadvantaged due to patriarchal norms, were disproportionately affected. This context creates an urgent call to examine how climate-induced displacement and disaster reshape the educational experience and identity of young girls.

2. Deep Intersections: Climate, Gender, and Education

a. Structural Inequality Pre-Disaster:

Before the floods, Pakistan already had one of the world’s highest rates of out-of-school girls—over 12 million. Barriers include:

• Poverty

• Gender discrimination

• Child marriage

• Lack of safe school facilities

• Preference for educating boys

The climate crisis deepens these inequalities, making girls’ education even more vulnerable.

b. Floods as Educational and Emotional Disruption:

The 2022 floods forced many schools to close indefinitely. Others were used as shelters. In affected areas:

• Girls’ education was suspended, sometimes permanently.

• Many girls were forced into early marriage or domestic labor to help their families cope.

• They faced mental health challenges—trauma, anxiety, and loss of purpose.

In such moments, education is not just about textbooks; it’s about reclaiming identity, dignity, and direction.

3. From Victimhood to Voice: Sense of ‘Self’ and Agency

Despite immense challenges, some girls developed a renewed sense of identity and resilience. Through informal education programs, temporary learning centers, and support from local NGOs, girls began:

• Reflecting on their lived experiences of climate trauma.

• Understanding climate science and disaster preparedness.

• Developing climate consciousness and advocacy skills.

This is what the phrase "a sense of self" captures—an empowered, informed identity forged in crisis.

Example: A girl in Sindh shared that learning about climate change helped her explain to her family why the floods occurred, and that it’s not divine punishment but a human-induced problem. This awareness fostered confidence and leadership in her.

4. Education as a Pathway to Climate Justice

Post-flood education is not just a recovery tool—it is climate adaptation. Equipping girls with:

• Climate literacy enables them to understand environmental risks.

• Life skills helps them manage displacement, health issues, and livelihood losses.

• Leadership training fosters community engagement and disaster response.

Girls who stay in school are:

• Less likely to be married early.

• More likely to understand and protect themselves from future climate threats.

• Agents of change in their families and communities.

5. Key Challenges Still Facing Girls

Even after a year of recovery:

• Many schools remain unrepaired.

• There is limited psychosocial support for children dealing with trauma.

• Girls drop out permanently due to increased domestic responsibilities.

• Government funding is insufficient and gender-insensitive.

There is a real danger of a lost generation of climate-affected girls unless proactive measures are taken.

6. Recommendations & Way Forward

• Integrate gender-responsive climate education in schools.

• Rebuild infrastructure with climate resilience and gender equity in mind (e.g., separate toilets, menstrual hygiene support).

• Fund temporary learning centers and mobile schools.

• Train teachers to handle trauma and displacement.

• Engage girls in climate policy discussions and community leadership roles.

7. Conclusion

The climate crisis in Pakistan has revealed that education is not separate from disaster—it is part of the response. For girls, the 2022 floods were both a threat and a turning point. When given the chance, they transformed their suffering into strength, their fear into knowledge, and their displacement into activism.

Understanding these connections helps us move beyond temporary relief toward long-term, inclusive climate and education justice.