School Days Lost, but Non-Economic Loss and Damage Not Part of Global Talks

By Cheena Kapoor
BELÉM, Brazil, Nov 21 2025 – Jyoti Kumari missed her online classes again today. Her father, a vegetable seller in West Delhi’s vegetable market, had to go to work, taking with him the only smartphone the family uses. Kumari has been taking online classes since November 11, when the state government declared a shutdown of all elementary schools due to air pollution hitting the “severe” category.

A class five student in a government school, she relies on her father’s mobile phone to attend her classes. But her class timings coincide with her father’s work time, and due to this clash, the 10-year-old has been missing her lessons.

She represents what has become a common story in India—children missing school due to extreme weather events caused by climate change.

“Their schools shut down several times during peak summer months due to heatwaves, and the closing of schools due to air pollution in October/November has become a regular thing over the last few years. Now that the winters are starting, they will close again when the mercury drops to a freezing point,” said her father, Devendra Kumar.

In a country that has seen remarkable progress in girls’ education only in the last decade, these regular disruptions due to climatic events are threatening the progress. The school closures, compounded with poverty and loss of income due to extreme weather, threaten to push girls like Kumari into child marriage.

In Delhi, the Air Quality Index has been hovering between the “very poor” (300-400) and “severe” (over 400) categories since last week. Since November 11, when Kumari’s school shut, the government imposed stage three of the Graded Response Action Plan, or GRAP, under which nonessential construction and industrial activities are banned in the city. Civil rights groups and college students have been staging protests demanding immediate action to improve the national capital’s air quality.

But Kumari, who wants to become a scientist when she grows up, does not understand the government’s imposition and worries about her classes, which she has been missing.

As per a UNICEF report from earlier this year, climate-related extreme events disrupted education for 54.7 million students in India in 2024 alone. “April saw the highest global climate-related school disruptions, with heatwaves as the leading hazard affecting at least 118 million children in Bangladesh, Cambodia, India, the Philippines, and Thailand,” stated the report. It also added that fast-onset hazards like cyclones and landslides cause destruction of schools, while environmental stressors like air pollution and extreme heat are hindering school attendance.

Against this backdrop, world leaders have gathered in Belém for the 30th Conference of the Parties, in what is called the world’s largest climate negotiation platform. Decisions taken here will directly affect the future of children like Kumari. But by the 10th day of the summit, it is clear that non-economic loss and damage, or NELD, a term coined for all losses that are not directly related to finance, including mental health effects, loss of biodiversity, education, displacement, and culture, are not a priority.

While negotiators, packed in closed rooms, engage in high-level discussions around climate finance, adaptation targets, and fossil fuels, NELD waits to be noticed through the back door despite its growing relevance. It featured in only one side event where some experts highlighted its urgency, but it remains largely absent from the agenda.

“Social impacts of climate change are already worsening, and long-term impacts can lead to stunted education,” said Saqib Huq, Managing Director at the International Centre for Climate Change and Development (ICCCAD). “Within the Warsaw International Mechanism for Loss and Damage, experts are collating data and knowledge regarding NELD, but we keep hearing that we need more data and more policy. Meanwhile, impacts are escalating.”

Part of the challenge, researchers say, is that NELD does not fit into a straightforward financial evaluation. While economic losses like collapsed infrastructure and destroyed crops are easier to quantify and thus draw funding, non-economic harms require more subtle accounting. Lost childhoods and interrupted learning do not fit into traditional finance frameworks.

But for Jyoti, the next few days do not depend on the negotiations and draft text in Belém, but rather on whether the pollution in Delhi falls enough for her to go to school again.

IPS UN Bureau Report

Follow @IPSNewsUNBureau
!function(d,s,id){var js,fjs=d.getElementsByTagName(s)[0],p=/^http:/.test(d.location)?’http’:’https’;if(!d.getElementById(id)){js=d.createElement(s);js.id=id;js.src=p+’://platform.twitter.com/widgets.js’;fjs.parentNode.insertBefore(js,fjs);}}(document, ‘script’, ‘twitter-wjs’);  

Excerpt:

Social impacts of climate change are already worsening, and long-term impacts can lead to stunted education. —Saqib Huq, Managing Director at the International Centre for Climate Change and Development