Connecting Early Childhood Development to Climate Change: Insights for Communicators – Center on the Developing Child at Harvard University

Report on the Intersection of Climate Change, Early Childhood Development, and Sustainable Development Goals

A collaborative report by the Center on the Developing Child at Harvard University, the FrameWorks Institute, and Harvard Chan C-CHANGE analyzes public perception of the impacts of climate change on early childhood development. This analysis is critical for advancing several Sustainable Development Goals (SDGs), particularly those focused on health, equality, and climate action. The report provides strategic recommendations for communicators to build public understanding and support for policies that align with the 2030 Agenda for Sustainable Development.

Background: Climate Change as a Barrier to Sustainable Development for Children

Vulnerability of Young Children and Disproportionate Impacts

Climate change directly undermines foundational environments for early childhood development. This poses a significant threat to achieving key global targets. Children, especially those in communities facing structural inequalities, are most vulnerable to the long-term consequences of environmental degradation.

• SDG 3 (Good Health and Well-being): Climate-related events can negatively affect the physical and mental health of young children.
• SDG 4 (Quality Education): Disruption to living and learning environments can impede educational attainment.
• SDG 10 (Reduced Inequalities): The impacts of climate change exacerbate existing disparities, disproportionately harming children in marginalized communities.
• SDG 11 (Sustainable Cities and Communities): The safety and stability of the homes, play areas, and communities where children grow are at risk.

Public Perception and Policy Gaps

A significant gap exists between the scientific evidence of climate change’s impact on children and public awareness. This lack of public discourse hinders the development of effective policies and programs required to meet SDG 13 (Climate Action) while safeguarding child welfare. The report identifies an opportunity to frame the narrative to bridge this gap and mobilize support for integrated solutions.

Strategic Communication for Integrated Action

Research Findings and Opportunities

The research, conducted as part of the “Communicating the Connections Between Climate Change and Early Childhood” project, analyzed cultural mindsets and media discourse. Key findings present both challenges and strategic opportunities for advocates.

1. Challenging Mindsets: Prevailing public mindsets often do not connect the abstract concept of climate change with the tangible realities of early childhood development.
2. Opportunity for Framing: The absence of an established public narrative allows for the strategic framing of the issue, linking climate action directly to the well-being of future generations.
3. Driving Policy: Effective communication can build the public will necessary for policies that support children, caregivers, and communities in adapting to a changing climate, thereby contributing to SDG 16 (Peace, Justice and Strong Institutions).

Recommendations for Communicators and Advocates

Based on the analysis, the report offers emerging recommendations to effectively communicate the issue:

• Emphasize the direct link between climate change and children’s health to align with SDG 3.
• Highlight the equity implications, focusing on the need to protect the most vulnerable children to advance SDG 10.
• Frame solutions as beneficial for both community resilience (SDG 11) and child development.
• Promote the understanding that climate action (SDG 13) is a fundamental component of ensuring a healthy and prosperous future for all children.

Future Directives and Partnerships

Further research is required to test and refine framing strategies that can effectively shift public thinking. This work underscores the importance of SDG 17 (Partnerships for the Goals), as collaborations between research institutions, advocacy groups, and policymakers are essential to drive meaningful action. Interested parties are invited to support the next phase of this critical research to ensure that the developmental needs of young children are central to the global climate response.

Analysis of the Article in Relation to Sustainable Development Goals

1. Which SDGs are addressed or connected to the issues highlighted in the article?

1. SDG 3: Good Health and Well-being
   • The article directly connects climate change to the health and development of young children. It states, “Climate change is already affecting the environments where young children live, grow, play, and learn,” and highlights the “risk of negative consequences of climate change for children’s health and development.”
2. SDG 4: Quality Education
   • The core purpose of the report discussed in the article is to build “public understanding” and provide “recommendations for communicators.” This aligns with the educational aspect of promoting sustainable development by informing the public.
3. SDG 10: Reduced Inequalities
   • The article explicitly points out that the impacts of climate change are not felt equally, stating, “Children, particularly those in communities facing structural inequalities, are among those most at risk of long-term harm from climate change.”
4. SDG 13: Climate Action
   • The entire article is centered on the “impacts of climate change on early childhood development.” It addresses the need for a “significant shift in public thinking on this issue” to drive climate-related policy and action.
5. SDG 17: Partnerships for the Goals
   • The report itself is a product of collaboration. The article mentions it was “developed in collaboration with the FrameWorks Institute and the Center for Climate, Health, and the Global Environment at the Harvard T.H. Chan School of Public Health (Harvard Chan C-CHANGE),” demonstrating a multi-stakeholder partnership to achieve a common goal.

2. What specific targets under those SDGs can be identified based on the article’s content?

1. Target 3.d (under SDG 3): Strengthen the capacity of all countries, in particular developing countries, for early warning, risk reduction and management of national and global health risks.
   • The article’s focus on the health risks posed by climate change to children implies a need to manage this global health risk, especially for the most vulnerable populations.
2. Target 4.7 (under SDG 4): By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development…
   • The report’s aim to “build greater public understanding” and offer “evidence-based strategies to build understanding and drive action” directly contributes to this target by educating advocates and the public.
3. Target 10.2 (under SDG 10): By 2030, empower and promote the social, economic and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other status.
   • By highlighting that children in communities facing “structural inequalities” are most at risk, the article underscores the need for policies that protect and include these vulnerable groups, which is the essence of this target.
4. Target 13.3 (under SDG 13): Improve education, awareness-raising and human and institutional capacity on climate change mitigation, adaptation, impact reduction and early warning.
   • This is the most direct target addressed. The article is entirely about the challenge of low public awareness (“this is not an issue that the public is widely aware of”) and the need for communication strategies to build understanding and drive action on climate change’s impact on children.
5. Target 17.17 (under SDG 17): Encourage and promote effective public, public-private and civil society partnerships, building on the experience and resourcing strategies of partnerships.
   • The collaboration between academic institutions like Harvard’s centers and an organization like the FrameWorks Institute is a clear example of a civil society and academic partnership aimed at addressing a complex issue.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

1. Levels of Public Awareness and Understanding
   • The article identifies a “gap” in public thinking and aims to “build public understanding.” An implied indicator would be the change in public awareness, measurable through surveys or polls, regarding the connection between climate change and early childhood development. This relates to Target 13.3 and 4.7.
2. Media Discourse and Coverage
   • The article notes that the issue is not a “major focus of climate-related policy or media coverage.” Therefore, an indicator of progress would be the frequency, prominence, and framing of this topic in media discourse, tracking the success of the communication strategies proposed. This relates to Target 13.3.
3. Development of Policies and Programs
   • A key goal mentioned is the need “to develop policies and programs that support young children, their caregivers, and communities in our warming world.” A direct indicator would be the number and effectiveness of new policies and programs implemented at local, national, or international levels that address this specific intersection. This relates to Target 10.2 and 13.3.
4. Formation of Multi-stakeholder Partnerships
   • The project itself is a partnership. An indicator for progress towards Target 17.17 would be the number of new collaborations formed between research institutions, NGOs, and government bodies to work on this issue.

4. Table of SDGs, Targets, and Indicators

Source: developingchild.harvard.edu