Last year, the Australian Government released its Intergenerational Report 2023, which projects an outlook on the economy and its budget to 2062-63, writes Katie Fotheringham.
A significant emphasis was placed on climate change, with the transformation to net zero expected to be a driver in shaping Australia’s economy over the next half-century.
Perhaps most at risk are youngest Australians, who will no doubt bear the consequences of climate change, as will their schools and communities.
High risk infrastructure
Monash University Education Environment and Sustainability Faculty Research Group Professor Alan Reid says important school infrastructure would be at risk in the event of extreme weather events.
“The climate crisis visibly disrupts school communities when associated phenomena such as bushfires, flooding and severe weather events damage infrastructure,” Professor Reid says.
He says that school infrastructure often plays a significant part in local communities.
“In parts of regional and rural Australia where the infrastructure is thinnest, we have to recognise that school buildings often take on particular significance to the community.
“They are holders of memory and identity and contribute to the fabric of communities in many ways, including being a rallying point in times of disaster and recovery.
“Losing such a physical hub can be devastating to a community, whether for generations of learners and their families or the many others participating in community activities on school grounds,” he says.
Leading the way
Many experts believe the potential for schools to lead on climate literacy, resilience, and engagement is not being fully utilised – even as schools feel the impact of extreme weather.
Professor Reid says it was vital schools emphasise the importance of climate action for students.
“If schooling and the climate crisis can’t be shown to matter to children, communities and politicians, then the opportunities for schools to express ‘constructive hope’ in the curriculum as well as in school buildings and school leadership will be sorely missing,” Professor Reid says.
“Unless schools adopt a coherent whole-school approach to climate neutrality, we risk further entrenching climate illiteracy rather than climate literacy,” he says.
Monash University Faculty of Education Lecturer George Variyan says young people were eager to take action when it came to climate change.
“The climate crisis is not a crisis; at least, that’s how governments across the globe seem to be responding,” Dr Variyan says.
“Government inaction on climate change has precipitated worldwide protests, with young people taking centre stage.
Dr Variyan says school leaders would be crucial in supporting students to respond to the crisis.
“If school leaders want to stay relevant to their students’ futures, they have a role to play that demands more than simply playing their traditional role.
“Educators have never seen a greater challenge.”