Strengthening Climate Disaster Education for Youth in Black Communities across Western Canada

doi:10.21203/rs.3.rs-4814519/v1

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Strengthening Climate Disaster Education for Youth in Black Communities across Western Canada

https://doi.org/10.21203/rs.3.rs-4814519/v1

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Strengthening climate disaster education for youth in Black communities across Western Canada is critical for enhancing their resilience to climate risks and developing sustainable communities. Strengthening climate disaster education for youth in Black communities across Western Canada, particularly in the province of Saskatchewan, is essential. Saskatchewan faces increasing vulnerability to climate-related risks such as snowstorms, forest fires, heatwaves, droughts, and floods. Recognizing Black communities' unique perspectives and experiences is vital for developing youth engagement with climate disaster risks. We used decolonial research as our theoretical framework and focused on community-based participatory research design to engage Black youth in meaningful climate disaster education. We followed sharing circles as our research method to engage Black youth in Saskatchewan, ensuring their voices were heard and their specific educational needs were addressed. Our study highlights the importance of tailoring educational programs to meet Black youth's unique experiences and needs, ultimately promoting resilience, agency, and empowerment within Black communities. We hope in this paper, our study findings have the potential to significantly impact Black youth in navigating the extreme effects of climate change in Canada.

Numerous studies have indicated the heightened climate crisis on Black people, particularly Black children and youth, are increasingly becoming exposed to the risks presented by climate disasters on a global scale (Barnes, 2022; Brown, 2024, James & Mack, 2020; Jordan 2022; Rafaely & Barnes, 2020). Carrington (2021) for instance, estimates that approximately one billion children worldwide are exposed to climate disaster risks, with projections indicating that children will continue to face escalating climate disaster risks, such as droughts, floods, heatwaves, snowstorms, and wildfires (Torani et al., 2019). In Saskatchewan, mounting evidence suggests that increasing climate disaster risks are significantly impacting young individuals (Children’s Environmental Rights Initiative, 2020). Particularly, young people residing in marginalized communities who face pre-existing vulnerabilities including economic disparities are more susceptible to heightened risks associated with climate disasters (Carrington, 2019, 2021; Börner et al., 2021). According to the Substance Abuse and Mental Health Services Administration (2024 ), “Although disasters affect everyone, they often shine a spotlight on longstanding disparities and inequities experienced by people from racial and ethnic minority groups, people with low incomes, and other communities with less power and access to resources” (p. 2). Following this, severe climatic events are disproportionately affecting the ability of marginalized communities, including the Black community, to withstand climate-related risks in Saskatchewan (Athour1 & Athour 2, 2023). Given this pressing context, there is a critical need for tailored culturally appropriate climate disaster educational programs that address the specific experiences and needs of Black youth and their families. However, despite the urgency, there are not enough studies examining the unique educational needs of youth from Black communities in Western Canada concerning Black community-led climate disaster adaption. Research indicates that accessing suitable educational programs on climate disaster risks tailored to the unique needs and lived experiences of marginalized populations in Western Canada, particularly Alberta and Saskatchewan, remains a significant challenge (Bogdan et al., 2021; Carlton, 2021). This challenge is exacerbated by the fact that existing educational programs often lack cultural relevance and fail to adequately address the perspectives of marginalized communities (Lowan-Trudeau, & Fowler, 2021), particularly youth.

Consequently, existing climate disaster education initiatives have fallen short in enhancing the knowledge and preparedness of children and youth in Western provinces (Bogdan et al., 2021; Schatz, 2021). Saskatchewan's education system integrates climate disaster education into school curricula at various levels. This involves teaching students about the science of climate change, its impacts on the local environment, and strategies for mitigating and adapting to its effects (Schatz, 2021). However, no study has examined how diversity, inclusion and equity are reflected in these programs. Lambert and Scott (2019) posit that our worldviews and lived experiences shape our understanding and response to disasters, underscoring the necessity for educational programs that are sensitive to the unique needs of diverse communities. Building upon this premise, Bieler et al. (2018) advocate for climate education in Canada to be grounded in the country's geographical and political realities. The absence of meaningful educational initiatives can significantly impact community responses to climate disasters, as evidenced by a recent study indicating that some sub-Saharan African immigrant families in Saskatoon refrained from utilizing cooling centers during the 2021 heatwave due to a perception that these facilities did not cater to their cultural needs (Author 1 & Author 2, 2023).

In light of these challenges, it is imperative to address the unique perspectives and experiences of Black communities, which are disproportionately affected by climate disaster risks, in the design of inclusive initiatives. The paper aims to reimagine climate disaster education to effectively meet the needs of Black youth, their families, and communities (Carrington, 2019; Waldron, 2021). This paper seeks to examine the distinct educational needs of Black youth communities in Saskatchewan affected by climate disasters. One of the main objectives includes: investigating the impacts of climate disasters on Black youth, identifying their unique educational needs, enhancing their capacity to adapt to climate change, fostering climate resilience, and contributing to more inclusive climate disaster policies in Saskatchewan. To achieve our research objectives, we used decolonial research as our theoretical research framework. Our study focuses on the need for creating meaningful youth engagement in climate disaster education. Our findings have the potential to bring instrumental positive impact on youth’s capacity to adapt to the extreme effects of climate change in Canada. We organize this paper with our positionality in demonstrating what brings us to this research and the epistemologies that inform our work with Black communities. Next, we outline our theoretical frameworks showing how we collected data and collaboratively interpreted our findings. This is followed by our results, discussion, and conclusion sections, showing the broader implications of our findings.

We are a team of Black, anti-racial, community-based, and settler scholars working on Indigenous Peoples lands, Turtle Island. Our work addresses climate disaster risks among Black and other marginalized communities. Our longstanding respectful and reciprocal relationships with these communities inform all our work. Following this understanding, the objectives of our work extend beyond academics. In line with Dei (2017), there is no separation between our experiences as marginalized scholars and our academic work for it is a luxury we cannot afford. In other words, we cannot see our (Black and racialized immigrant communities in Canada) communities struggling with climate disaster risks and still claim to be producing knowledge just for knowledge's sake (Dei, 2015). As a result, our main goal is to promote equity by ensuring that at-risk communities, including Black youth, are actively involved in decision-making processes related to climate change and disaster preparedness. Particularly, this research aims to enhance capacity and highlight the voices of Black youth by engaging them in meaningful climate disaster education. Our study benefits Black communities by enhancing youth’s capacity to adapt to the extreme effects of climate change in Alberta and Saskatchewan.

In this paper, we used a decolonial theoretical framework to explore the climate disaster educational needs from the point of view of the fourteen Black youths. Recognizing the escalating impacts of climate disasters on Black communities, we engaged with fourteen Black youth in Saskatchewan to gain insights into meaningful climate disaster education. As Dei (2016) maintains, when working with Black communities, it is critical to use knowledge-production approaches that further highlight the history, culture, identity, and politics of Black communities. This theoretical framework allowed us to explore climate disaster risks from the point of view of the youth themselves (Connelly, 2010; Datta, 2018). Following the decolonial research framework, a community-based participatory research approach was adopted to guide this research. The community-based research approach allows for building trustful relationships with youth (co-researchers), making a meaningful impact on the community, and making researchers responsible to their research community (Pope, 2020). We use the term co-researchers instead of research participants because the youth played active roles in the research beyond those that are typical to research participants (Pope, 2020). The co-researchers were considered experts for this research as we co-learned how to best navigate learning about climate change disasters. We used specific methods of sharing circles and informal conversation as our research methods with the youth from Black communities in the provinces of Saskatchewan. Sharing circles are open-structured conversations that provide the space for respectful story-sharing (Kovach, 2009). Sharing circles provide a safe and respectful space where youth can feel comfortable sharing their experiences. Following this, a sharing circle was held with 14 Black youths in Saskatoon between the ages of 16–18 in October 2023. The youth were recruited using a snowball sampling method from Black communities in Saskatchewan to participate in this research project (10 from each province). We approached a few individuals who in turn connected us with the other co-researchers. The sharing circles lasted for approximately an hour and a half. The research project received ethical approval from (the Universtiy’s name) Ethics board.

3.1 Data analysis

Following the decolonial research framework, we used a collaborative data analysis process involving the researchers and the co-researchers in the analysis process (Eggebø, 2020). Given the sample size of 14 co-researchers, involving all of them in the data analysis process was not feasible. Hence, a panel of four co-researchers (youth) participated in the analysis. The aim was to provide space for the co-researchers to participate in all stages of the research. We first transcribed the recorded sharing circle and informal conversation manually into transcripts. Transcripts were sent back to the youth to ensure they truly reflect their views. The next stage of the data analysis process involved manual coding and deductively categorizing codes into sub-themes. This was done together with the panel of four co-researchers. Adopting a manual thematic analysis allowed us to understand the flow of our learning and organize the codes into themes. Examples of some of the codes included climate change, disaster, risks, health, information, source, programs, education, support, adaptation, and health among others. These codes were later categorized into sub-themes to reduce the data size for the collaborative analysis process. A total of seven sub-themes emerged from this process, including Climate disaster risks, Climate impacts, Health impacts, Climate Educational programs, Support Systems and Adaptation strategies. This was done using a thematic analysis approach (Braun & Clarke, 2006; Fereday & Muir-Cochrane, 2006). Thematic analysis is a way of identifying patterns within the data and these emerging themes become the categories for analysis (Fereday & Muir-Cochrane, 2006). Together with the panel, these sub-themes were finally categorized under major themes including Black Youth Climate Disaster Risks, Impacts of Climate Disaster Risks on Black youth and communities, Meaningful Climate Disaster Educational Programs and Black Youth, and Support Systems and Climate Adaptation Strategies among Black Youth. This was done collaboratively with guidance from the panel of four co-researchers. Table 1. Shows the major and sub-themes that emerged from the analysis process.

Black youth are disproportionately impacted by climate disaster risk in western Canada, yet climate disaster education does not address their unique needs. From the stories the youth shared, we learned that these risks are often interconnected with social, economic, and racial factors. For example, we found this population group was predisposed to pre-existing health conditions and poor living conditions that further exacerbated climate disasters including heatwaves, extreme cold, winter storms, floods, and forest fires among others. Following this understanding, several themes emerged including Black Youth Climate Disaster Risks, Impacts of Climate Disaster Risks on Black Youth and Communities, Meaningful Climate Disaster Educational Programs and Black Youth; and Support Systems and Climate Adaptation Strategies among Black Youth. The lack of climate disaster education that meets the unique needs and lived experiences of Black youth prevents the building of resilience to climate disaster risks in western Canada.

4.1 Black Youth Climate Disaster Risks

As many youths suggested increasing climate disaster risks in Saskatchewan, including, forest fires, droughts, floods, snowstorms, heatwaves, and extreme cold are having devastating impacts on them. It emerged the co-researchers and their families have experienced one form of increasing climate disaster risk. Like many marginalized communities, Black youth, face specific and often disproportionate risks and challenges related to climate change and environmental issues. These risks are often interconnected with social, economic, and racial factors. For instance, the province of Saskatchewan is increasingly becoming vulnerable to snowstorms and extreme cold. Following this, a co-researcher reported a snowstorm event she and her family experienced in Saskatoon. According to one of the youths,

Last year, the snow got bad, like it was very heavy, very thick. It was very thick to the point that it broke our air conditioning and heat. So, it did not work at all like we had no heat. I remember I came home from school and the floor was so cold. It was colder inside the house than it was outside, it was freezing. Me and my siblings were just waiting for our parents to come home. When they came home, they noticed it was cold too. My dad tried multiple times to fix it. He was watching YouTube videos. Like nothing works. So he figured out that the snow had, clogged up and it was unable to work. So, at that point. We got all the heaters that we had in our house and we even had to ask our neighbours, if they had any, heaters that they could let us borrow and we got some. We all just slept with, a heater in our room and it was really cold (co-researcher 1).

This experience highlights how climate change disproportionately affects marginalized communities, including Black youth. Extreme weather events, such as heavy snowfall, can lead to infrastructure damage, including air conditioning and heating systems. This can have serious consequences for safety, especially when the family has no access to alternative resources or support. The parts of the city of Saskatoon where the co-researchers stayed made them especially prone to climate disaster risks as the streets hardly get cleared during winter since they are not high-priority streets. Furthermore, watching YouTube videos to try to fix the problem highlights the importance of education and access to information in addressing climate change. It is critical to provide resources and support for Black communities in western Canada to understand and adapt to increasing climate disaster risks. This is vital for mitigating the impacts of climate change. Given their heightened vulnerabilities, implementing equitable solutions and tailored support systems is essential to effectively address these challenges.

4.2 Impacts of Climate Disaster Risks on Black Youth and Communities

Increasing climate disaster risks are having disproportionate impacts on Black youth and their families in Saskatchewan. Underlying factors make Black youth and communities more vulnerable to increasing climate disaster risks in Saskatchewan. Examples of these include socio-economic challenges. Following this understanding, we found these climate impacts exist in social and economic inequalities. The co-researchers reported climate impacts including economic vulnerability, housing insecurity, educational disruptions, transportation challenges, community disruptions, political, and social marginalization among others. The realities of climate disaster risks affect the whole family as the economic cost that often follows recovery from disasters is felt by all family members. The extra cost of fixing a house including heating systems and air conditioning is something a family may not have prepared for.

Given this context, economic factors play a critical role in coping with climate disaster risk among Black youth and their families. The financial strength of the family can influence resilience and how they cope with climate disasters. Some of the co-researchers reported that their parents were in low-paying jobs and could not afford to stay home during some climatic events. For instance, some of the co-researchers reported their families could not afford to stay at home amidst some extreme climatic events because they had bills to pay. As one of the co-researchers noted

you know a lot of bosses would expect that you would stay home, but if you stay home, no money is being made. You have bills to pay, heat to pay and everything. So it's really hard (co-researcher 2).

Coupled with systemic barriers to economic stability, the pressure to keep working despite challenging weather conditions like snowstorms is a reality for many Black youth and their families who rely on hourly wages or do not have access to paid time off. Following this reality, when extreme weather events like heavy snowfall disrupt daily life, it can exacerbate financial stress and create difficult choices between safety and financial security. Staying home may mean sacrificing the income needed to cover essential expenses like bills and heating costs, which adds another layer of vulnerability to an already challenging situation. Support programs such as flexible work arrangements, paid time off, or other forms of assistance are crucial to Black youth and their families coping with increasing climate risks.

This finding further underscores the intersectionality of climate change, economic inequality, and social justice issues in Saskatchewan. Consequently, there is a need for comprehensive approaches to address these challenges faced by the communities most vulnerable to climate disaster risks in Saskatchewan.

4.2.1 Transportation challenges

Adding to the economic challenges, another co-researcher observed climate disasters have contributed to increasing gas prices and this is having an impact on her family. According to the co-researcher

Touching on what [co-researcher 1] said about things being more expensive I'm in my financial literacy class and we're learning about how inflation in Canada is just going up, especially with gas prices that affect my family almost every single day, my mom complains about it every single day. These days, she's like [co-researcher’s name]. If wherever you're going is across town that I'm not driving, you have to take the bus so like even today I had to take the bus here because my mom just refused to come and bring me here because she said it's too expensive and so like because of inflation, again, like what [co-researcher 1] said, they just want to move on through your lives like so many people are living paycheck to paycheck (co-researcher-4).

The impact of inflation on expenses like transportation can lead to financial strain for Black families. Living paycheck to paycheck underscores the financial situation of most Black youth and their families which is exacerbated by increasing climate disaster risks. Hence leads to decisions to prioritize cost-effective transportation options to manage expenses in the face of increasing economic pressures. However, this can impact the extra-curricular activities Black youth can engage in, especially during extreme climatic events like extreme cold which is common in Saskatoon.

We also found some of the impacts were interconnected. For instance, transportation and economic challenges emerging from climate disasters disrupted education. Public transportation is beset with several challenges in Saskatoon, especially during winter. As confirmed by one of the co-researchers,

Taking public transport in the cold takes a very long time. The bus always has delays, 20-minute delays and you always end up being late to class and teachers ask why you are late, why are you late? Missed the bus. You know what can you do? (co-researcher 1).

These transportation challenges have the potential to impact Black youth’s education and even their parent's jobs. In a situation where a family has only one car, which is often the case with the Black youth we engaged with, it was reported this could disrupt educational and other extra-curricular activities which are critical. Commenting on the extreme cold and its impact on the family’s mobility, one of the youths stated

For me, last year it was really cold and then there would be days when my dad's car wouldn't start and we only had one car. So, we would have to rely on the public transport. I play basketball and to get to practice I will have to walk in the cold (co-researcher 6).

Another who played musical instruments talked about the challenges she faced with transportation during winter and extreme cold.

In the winter it is too cold, just waiting outside for the bus every day and then it's like everybody is waiting outside for like 10 minutes and then the bus comes and it's a stampede to get on the bus. Especially days when I have to bring my instrument because it's really big and it's just really hard. Also, like there's no space and you try to sit down, but then everyone takes the seats already and you have so much stuff to carry and you just have to like, walk home outside in the cold. It just gets kind of annoying sometimes (co-researcher 4).

These transportation challenges and educational disruptions can have adverse effects on Black youth’s career paths. For example, extra-curricular activities including sports, music, and leadership roles count heavily in gaining admission into some Universities to study medicine in Canada. Transportation challenges emerging from climate disasters can impact negatively on Black youth participating in these activities. Additionally, parents reporting late to work due to transportation challenges can impact their jobs and have dire consequences on the family’s income and ability to cope with climate risks.

4.2.2 Housing insecurity

Another way climate disaster risks are impacting the co-researchers and their families is shown in housing insecurity. The co-researchers reported climate disasters including snowstorms, extreme cold, heatwaves, and floods impacted their homes endangering their lives and those of their families and loved ones. Some of these impacts were reported in flooding basements, broken furnaces, and air conditioning. Besides exposing the families to health risks, this added additional financial burdens on the families as they had to spend money repairing these. As one of the youths commented,

Last year, the snow got bad. It was very thick to the point that it broke our air conditioning and our heat thing. So, it did not work at all we had no heat. I remember I came home from school and the floor was so cold. It was colder inside the house than it was outside, it was freezing. Me and my siblings, we were just waiting for our parents to come home. When they came home, they noticed it was cold too. My dad tried multiple times to go and fix it. He was watching YouTube videos. Nothing worked. So, he figured out that the snow had clogged up and it was unable to work. So, at that point. We got all the heaters that we had in our house, and we even had to ask our neighbours, if all our neighbours had any heaters that could let us borrow. And we got some. So, we all just slept with a heater in our room, and it was really cold (co-researcher 1).

In recounting a similar experience, a second co-researcher talked about how her baby twin brothers got exposed to extreme cold when their house and furnace broke down due to extreme cold. According to the co-researcher,

Similar to (co-researcher 1), a couple of years back when it was winter and too cold, our heaters and house were so broken we didn't have any heating in our house. My twin siblings were very young at that time. So, being that cold for small babies was very dangerous. We used space heaters, even opening the oven and sitting in front of it for heat and using blankets and clothing to maintain heat in the house (co-researcher 5).

Addressing increasing climate disaster impacts requires a holistic approach that considers both the immediate and underlying factors contributing to vulnerability. Efforts to build resilience, promote environmental justice, and empower Black youth and communities are essential components of a comprehensive response to the intersection of climate change and social inequalities.

4.3 Meaningful Climate Disaster Educational Programs and Black Youth

Creating meaningful climate disaster educational programs for Black youth is crucial. Particularly, given their unique vulnerability to climate change. Black communities in Saskatchewan face disproportionate impacts from climate change due to systemic inequalities, including limited access to resources. Educational programs can raise awareness about these disparities and empower Black youth to advocate for climate justice. Importantly, meaningful climate educational programs can build resilience. By providing education on climate disasters, youth can learn valuable skills for preparedness and resilience in the face of extreme weather events. This includes understanding evacuation procedures, emergency communication methods, and basic survival skills. It was reported that the climate disaster educational programs they received did not meet their unique climate change challenges. There seems to be a mismatch between climate disaster programs and climate disaster risks faced by Black youth.

For instance, one of the Black youths stated that

the programs that we did in school, didn't l make much of an impact. They were basically like they taught us, and they showed me what I could do in the future, but they didn't help my mom was still going to work and it would be freezing cold. I remember every day she came home, and she was complaining. I remember her fingers. They were like they were rock hard as I felt them, I said that's way too cold. It was like freezing and you know, my dad too would be like shovelling in the morning. He would wake up even before I would go to school shovelling. So, the rest of us could come out. It didn't really meet any of our needs, but it just kind of helped me to become more like, knowledgeable and aware of. What's going on? (Co-researcher 1).

This experience highlights the gap between theoretical education on climate change and the practical realities of how it impacts daily life, particularly for Black communities. While it's important for Black youth to learn about the broader implications of climate change and to empower them to act for the future, it's equally crucial to address the urgent needs of communities dealing with its immediate effects. The climate change programs taught by schools provide valuable knowledge and awareness about climate change issues, but they fall short of addressing the immediate needs and challenges faced by Black families such as the hardships caused by extreme weather conditions in Saskatchewan. These experiences underscore the importance of implementing climate educational solutions that provide meaningful support and relief to Black youth and their families facing climate-related challenges in their day-to-day lives.

Therefore, climate educational programs should be hands-on school programs. Additionally, community-based climate educational programs that are more meaningful and hands-on must be created for Black youth. For example, training around fixing heating systems and air conditioning will be helpful to enhance coping with housing repairs that result from climate disaster risks.

4.4 Support Systems and Climate Adaptation Strategies among Black Youth

Support systems and climate adaptation strategies among Black youth are critical for addressing the disproportionate impacts of climate change on Black communities in Saskatchewan. Critical to Black youth coping with increasing climate disaster risks in Saskatchewan will depend on the availability of support systems including equitable access to resources, community support networks, mentorship and role models education and awareness, civic engagement and advocacy among others. Most of the Black youth we engaged reported there were no support systems in place to help them and their families cope with increasing climate disaster risks in Saskatchewan. On support systems that would help them cope with increasing climate risks, the Black youth listed access to resources, support with housing maintenance, support with car maintenance, free towing services, and support with car insurance during extreme winters among others. For example, snowstorms are particularly common in Saskatchewan, commenting on the lack of support systems for coping with increasing snowstorms, one of the said

I can't think of any but like during winter, when the snow gets thick, and cars start to get stuck. I feel like having snowplows just go through the street would be a simple thing that could help like making the roads smoother (co-researcher 5).

Following this, a second youth suggested the need for support with car insurance during winter would be very helpful. According to the youth, “I can't think of a support system my family has used, but I guess insurance. Like car insurance, especially in the winter, that would be a support (co-researcher 7).”

These responses highlight the impact of snowstorms on transportation infrastructure in Saskatchewan. Improving snow removal and road maintenance can enhance safety and mobility during extreme weather events, benefiting communities, including Black youth, who rely on transportation for school, work, and other activities. Additionally, transportation equity is crucial. Ensuring equitable access to reliable and safe transportation options is essential for addressing mobility challenges faced by Black youth, particularly in low-income and marginalized communities. Investing in green and sustainable public transit infrastructure, expanding transportation options, and prioritizing the needs of underserved neighbourhoods can help reduce reliance on personal vehicles and enhance transportation equity. However, a third youth reported that the parents securing a permanent position provided an additional layer of support to cope with increasing climate disaster risks in Saskatchewan. According to the youth

I don't know of any that I and my family have, except like, now my mom's job is permanent. So, it gives us like. Insurance and stuff so it covers everything we do and anything that has to do with health, so now we can cope if some climate disasters happen, we have like a support system to fall back to. But before we didn’t (co-researcher 3).

Having access to healthcare coverage and financial stability can provide a safety net during some climate disaster risks. However, it is also essential to recognize that climate risks can extend beyond immediate health concerns. Climate disasters such as floods, wildfires, and extreme heat events can also lead to displacement, property damage, economic hardship, and mental health challenges for Black youth and their families. In addition to insurance coverage, building broader support systems and resilience strategies including Community Networks, Climate Education and Awareness: Emergency Preparedness Plans and access to resources among others can help mitigate the impacts of climate risks.

By strengthening support systems, promoting climate adaptation strategies, and centring the voices and experiences of Black youth, we can work towards building more just and resilient communities in the face of climate change. Moving forward, it's essential for climate change programs to incorporate practical strategies for resilience and adaptation, particularly for communities disproportionately impacted by environmental hazards. This could include initiatives focused on improving access to affordable heating, enhancing infrastructure resilience, and providing resources for emergency preparedness.

Current climate disaster programs are effective in creating awareness among Black youth about climate disaster risks but they fail to enhance coping capabilities. Evidence shows disaster educational programs become more effective and meaningful to young people when they are grounded in the lived realities of their communities and families (Bertoli et al., 2023; Muzenda-Mudavanhu et al., 2016). Moving beyond the accumulation of scientific knowledge alone is critical in climate disaster education. Following this, climate disaster educational programs are more effective when they meet communities' lived realities and unique needs. Bieler et al. (2018) argue that understanding climate education in Canada should take into account “the country’s geography and political economy” (p. 66).

Our findings highlight the unique climate challenges that Black youth face in Saskatchewan and the need for meaningful climate educational programs and resources that meet their lived experiences. Studies show existing climate disaster risk educational programs are often grounded in Western worldviews and many cases, the programs do not meet the cultural realities and lived experiences of marginalized communities, especially youth. Schatz (2021), for instance, observes that the link between inequality and the impacts of climate change is not well established in current climate disaster programs in Saskatchewan. Given these inequalities, promoting diversity and inclusion in climate disaster planning has received considerable attention in the literature (Colley, 2019; Substance Abuse and Mental Health Services Administration, 2018; 2024). Like other provinces in Canada, Saskatchewan is a culturally diverse province. Following this, climate disaster education needs to reflect this diversity. Evidence shows educational programs grounded in the local context can play a critical role in enhancing resilience and the capacity of younger people from vulnerable communities to cope with increasing climate disaster risks (Cabello et al., 2021). Understanding the specific climate challenges and vulnerabilities of a region, such as Saskatchewan, is essential for developing effective and meaningful educational initiatives. Black youths’ worldviews and lived experiences inform how they understand and respond to increasing climate disaster risks in Saskatchewan. Therefore, accessing educational programs on climate disaster risks that meet the unique needs and lived experiences of marginalized populations in Western Canada is crucial (Bogdan et al., 2021; Carlton, 2021). This also emphasizes the importance of cultural relevance in climate disaster educational programs. Climate disaster educational programs must be culturally relevant and sensitive to the lived experiences of marginalized communities, especially youth. Western-centric approaches may overlook the unique cultural realities and perspectives of diverse populations, hindering effective engagement and understanding. Also, it emerged that the youths' climate disaster vulnerabilities are closely connected with the resilience of their families (see Bogdan et al., 2021; McNeill & Ronan, 2017). Therefore, community-centered approaches are crucial. Educational programs are more effective when they are rooted in the lived realities of communities and families. Engaging directly with community members, understanding their needs, and involving them in the design and implementation of disaster programs can enhance their relevance and impact.

The absence of meaningful climate disaster educational initiatives can influence how communities respond to climate disasters. For instance, a recent study suggests that during the 2021 heatwave in Saskatoon, some sub-Saharan African immigrant families refrained from utilizing cooling centers provided by the city because they perceived these centers as not addressing their specific cultural needs (Author 1 & Author2, 2023). Following this understanding, research indicates that existing climate disaster education initiatives have not effectively enhanced the knowledge and preparedness of children and youth in these Western provinces (Bogdan et al., 2021; Schatz, 2021). There is a need to understand the urgency of climate change in Saskatchewan and the different layers to which different population groups are impacted. Following this, broader engagement with diverse population groups including Black communities in Saskatchewan is critical to formulating disaster educational programs that reflect the different population groups. To address the needs of Black youth and their communities, climate disaster educational programs must go beyond awareness to action. While current programs may succeed in raising awareness about climate risks, they often fall short in building coping capabilities among Black youth. Moving beyond the accumulation of scientific knowledge, educational programs should empower communities to take meaningful action to adapt to climate change and mitigate its impacts. For example, having access to hands-on programs such as carpentry classes can support Black families that struggle with home repairs after snowstorms. Providing Black youth and their families with these skills can help solve some of the infrastructural challenges emerging from climate disasters. Again, access to sustainable transportation is crucial to enhance the capacity of Black youths to adapt to climate disaster risks.

Importantly, interdisciplinary perspectives are crucial for engaging Black youth. Studies show there is an increasing recognition of the need for climate change solutions to move beyond the natural sciences (Schipper et al., 2021). Following this acknowledgement, understanding the climate disaster education needs of Black youth requires the consideration of interdisciplinary perspectives (Berke et al., 2021; Righi et al., 2021). As Johnson (2020) observes, an interdisciplinary lens provides a better approach to understanding the educational needs of Black students. Integrating these perspectives into educational initiatives ensures a comprehensive understanding of climate change and its implications for different populations (Berke et al., 2021; Johnson, 2020; Righi et al., 2021; Schipper et al., 2021)

Again, climate disaster educational programs need to address inequalities (see; Kukowski & Garnett, 2023; Islam & Winkel, 2017). There is a need to recognize and address the inequalities inherent in climate change impacts, particularly regarding how they affect vulnerable populations like Black youth and their families. Climate change and its associated disasters disproportionately affect marginalized communities, and educational programs must consider these disparities to be effective and equitable (Kukowski & Garnett, 2023; Islam & Winkel, 2017). Existing programs often fail to establish the link between inequality and climate impacts (Schatz, 2021), highlighting the necessity for more inclusive and equitable approaches in disaster planning and education. Evidence shows that without addressing inequalities, we may introduce climate solutions that marginalized populations may not be able to access (Kukowski & Garnett, 2023). When inequalities are addressed in Saskatchewan, climate disaster educational programs can raise awareness and equip communities with the knowledge and tools they need to adapt to and mitigate the impacts of climate change fostering a more equitable and resilient society (Kukowski & Garnett, 2023).

Black communities are disproportionately, being impacted by increasing climate disaster risks in Saskatchewan. Engaging Black youth from Saskatchewan and learning from their climate disaster experiences and perspectives on climate disaster education, we advocate for a more diverse climate disaster education in this article to open up spaces for broader discussions around what culturally safe climate disaster educational programs would look like in Saskatchewan. We do this by highlighting how current climate educational programs grounded in mainstream Canadian experiences miss the unique climate disaster needs of Black youths and their families. Given this, our efforts in this article seek to contest and challenge the status quo that only Western worldviews can build capacity and resilience to increase disaster risks in Saskatchewan. As the Substance Abuse and Mental Health Services Administration. (2024), concludes “communities with less power and access to resources also experience inequities during disaster response and recovery” (para. 3). It is therefore important to promote diversity, equity, and inclusion in climate disaster education in Saskatchewan. Broader engagement and collaboration with diverse population groups, including Black communities, is crucial for developing inclusive disaster educational programs. Engaging with community members in co-designing programs that address their specific needs and challenges can lead to more effective outcomes.

Acknowledgments

We want to acknowledge the Black Youth and community in Saskatoon. Your support and guidance were foundational to the work described in this publication. This research was supported by grants from the SSHRC Postdoctoral Fellowship grant.

Data availability: The dataset and further material analysed during the current study will be available from the corresponding author on reasonable request

Competing Interest: The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper.

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Strengthening Climate Disaster Education for Youth in Black Communities across Western Canada

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Abstract

Figures

1. Introduction

2. Researcher Positionality

3. Theoretical Framework and Methodology

3.1 Data analysis

4. Results-Research Findings

4.1 Black Youth Climate Disaster Risks

4.2 Impacts of Climate Disaster Risks on Black Youth and Communities

4.2.1 Transportation challenges

4.2.2 Housing insecurity

4.3 Meaningful Climate Disaster Educational Programs and Black Youth

4.4 Support Systems and Climate Adaptation Strategies among Black Youth

5. Discussion - Aligning theory and practice in climate disaster educational programs

6. Conclusion

Statements and Declarations

References

Status:

Version 1