Climate risks through the lens of Dhaka’s schools

The school visits followed a three-day CSESI workshop in Dhaka from 10 to 12 May 2026, where government officials, curriculum specialists, field practitioners, researchers and development partners examined the education system’s capacity to address the impacts of climate change. The workshop considered four interconnected areas; access, quality, management and equity alongside gaps in preparedness, coordination, data and support for learners. 

The visits added another layer to that discussion by showing what those questions can look like inside real learning environments. At Amtali, access can mean getting across waterlogged surroundings. At Siddheshwari, it can mean learning in an environment shaped by infrastructure and urban pressures. At Dhaka Women Polytechnic Institute, it can mean keeping learning going during periods of extreme heat and heavy rainfall.

These school-level observations will provide important qualitative context for Bangladesh’s climate risk analysis for education, helping connect national-level analysis with the everyday conditions students and teachers face. The purpose is not to draw conclusions about the whole education system from three educational institutions but to ensure that the national analysis does not lose sight of the people and places behind the data.

For planners, resilience may be discussed through policies, budgets, infrastructure and systems. For a student, it is more immediate: Can I get to school? Will I be safe when I arrive? And if conditions become difficult, can I keep learning?

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