I’ve been reflecting on what I could share with those of you following our COP experiences from home. I’ve had countless memorable experiences while navigating the conference’s bustling “streets,” and many I would love to process in writing. Today, however, I’m feeling especially grateful for the opportunities I’ve gained by introducing myself to others as a teacher.
On the Wednesday before I left for COP, I asked my 9th grade students to submit one question they’d like me to find the answer to while I was at COP.
I prompted them to think about what they already know about climate, how climate issues might affect the people in the countries where their families are from, or if there’s anything they’re curious about related to COP. In my rush to pack and prepare for my substitute, I didn’t get the chance to read their questions before I left, thinking I’d read them once I arrived.
My first day at COP felt aimless. The venue was enormous and maze-like, and event schedules were rich yet confusing. By day two, I had gotten the lay of the land, but still felt awkward walking into various pavilions, not knowing what to ask.
By midday, I decided to take a break. In a secluded, shady spot, I opened my laptop to read my students’ questions. I was flooded with new energy as I read questions like, “What is Somalia doing for climate change,” “Are poor countries represented as much a rich countries,” “If one country stops carbon emissions, will that be enough to solve climate change,” and my personal favorite, “Do you like it.”
With these questions in hand, I set off towards the Somalia pavilion with renewed purpose. After greeting the hosts, I watched their faces light up as I explained I was a teacher in Minnesota and my Somali students had questions for them. They showered me with pamphlets, business cards, and warmth.
For the rest of COP, I have centered my agenda on my students’ curiosity.
It has led to some incredible encounters. While visiting the Iraq pavilion on behalf of another student, I was greeted with enthusiasm. Just before I walked away, the host called me back to give me two “Iraq COP28” metal water bottles: one for my student and one for me. At the Palestine pavilion, I was brought to tears while listening to the host respond to my student’s question about climate justice issues in Gaza. During the Q&A portion of a panel about land conservation with indigenous women, I introduced myself as a high school teacher and asked a student’s question. Afterward, I showed one of the panelists my students’ handwritten land acknowledgments (crumpled from their journey inside my backpack) and an audience member came up to ask me how I support my students with climate anxiety. Today, I met a Canadian man at a panel who shared his gratitude for my work. Minutes later, a Korean woman at my lunch table expressed a similar sentiment, noting that climate literacy is vital to our world. I was touched.
In one of the world’s most diverse spaces, I’ve found a universal connection with others through my role as a teacher. I feel lucky to represent more than just myself because it has opened doors to connections I would never have had otherwise. I may have bitten off more than I can chew with 87 questions to answer by hand, but I wouldn’t have my COP experience any other way. To answer my student’s question, “Yes, I like it.”
Abby is a Language and Literature and Leadership teacher at a Fridley High School, an International Baccalaureate (IB) World School located in Fridley, MN. She is passionate about teaching climate literacy through stories to empower youth with knowledge of climate change, climate justice, and creative solutions. She has participated in climate educator fellowships through the University of Minnesota Center for Climate Literacy and The Climate Initiative. In the classroom, Abby shares her love of community building, lively discussion, reading, and music with her students. Outside of the classroom, Abby enjoys baking, hiking, bicycling, and listening to audiobooks on neighborhood walks.
Abby is a Climate Generation Window Into COP delegate for COP28. To learn more, we encourage you to meet the full delegation and subscribe to the Window Into COP digest.
The post The universality of saying “I’m a teacher” appeared first on Climate Generation.
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Drought and heatwaves occurring together – known as “compound” events – have “surged” across the world since the early 2000s, a new study shows.
Compound drought and heat events (CDHEs) can have devastating effects, creating the ideal conditions for intense wildfires, such as Australia’s “Black Summer” of 2019-20 where bushfires burned 24m hectares and killed 33 people.
The research, published in Science Advances, finds that the increase in CDHEs is predominantly being driven by events that start with a heatwave.
The global area affected by such “heatwave-led” compound events has more than doubled between 1980-2001 and 2002-23, the study says.
The rapid increase in these events over the last 23 years cannot be explained solely by global warming, the authors note.
Since the late 1990s, feedbacks between the land and the atmosphere have become stronger, making heatwaves more likely to trigger drought conditions, they explain.
One of the study authors tells Carbon Brief that societies must pay greater attention to compound events, which can “cause severe impacts on ecosystems, agriculture and society”.
Compound events
CDHEs are extreme weather events where drought and heatwave conditions occur simultaneously – or shortly after each other – in the same region.
These events are often triggered by large-scale weather patterns, such as “blocking” highs, which can produce “prolonged” hot and dry conditions, according to the study.
Prof Sang-Wook Yeh is one of the study authors and a professor at the Ewha Womans University in South Korea. He tells Carbon Brief:
“When heatwaves and droughts occur together, the two hazards reinforce each other through land-atmosphere interactions. This amplifies surface heating and soil moisture deficits, making compound events more intense and damaging than single hazards.”
CDHEs can begin with either a heatwave or a drought.
The sequence of these extremes is important, the study says, as they have different drivers and impacts.
For example, in a CDHE where the heatwave was the precursor, increased direct sunshine causes more moisture loss from soils and plants, leading to a drought.
Conversely, in an event where the drought was the precursor, the lack of soil moisture means that less of the sun’s energy goes into evaporation and more goes into warming the Earth’s surface. This produces favourable conditions for heatwaves.
The study shows that the majority of CDHEs globally start out as a drought.
In recent years, there has been increasing focus on these events due to the devastating impact they have on agriculture, ecosystems and public health.
In Russia in the summer of 2010, a compound drought-heatwave event – and the associated wildfires – caused the death of nearly 55,000 people, the study notes.
The record-breaking Pacific north-west “heat dome” in 2021 triggered extreme drought conditions that caused “significant declines” in wheat yields, as well as in barley, canola and fruit production in British Columbia and Alberta, Canada, says the study.
Increasing events
To assess how CDHEs are changing, the researchers use daily reanalysis data to identify droughts and heatwaves events. (Reanalysis data combines past observations with climate models to create a historical climate record.) Then, using an algorithm, they analyse how these events overlap in both time and space.
The study covers the period from 1980 to 2023 and the world’s land surface, excluding polar regions where CDHEs are rare.
The research finds that the area of land affected by CDHEs has “increased substantially” since the early 2000s.
Heatwave-led events have been the main contributor to this increase, the study says, with their spatial extent rising 110% between 1980-2001 and 2002-23, compared to a 59% increase for drought-led events.
The map below shows the global distribution of CDHEs over 1980-2023. The charts show the percentage of the land surface affected by a heatwave-led CDHE (red) or a drought-led CDHE (yellow) in a given year (left) and relative increase in each CDHE type (right).
The study finds that CDHEs have occurred most frequently in northern South America, the southern US, eastern Europe, central Africa and south Asia.
Threshold passed
The authors explain that the increase in heatwave-led CDHEs is related to rising global temperatures, but that this does not tell the whole story.
In the earlier 22-year period of 1980-2001, the study finds that the spatial extent of heatwave-led CDHEs rises by 1.6% per 1C of global temperature rise. For the more-recent period of 2022-23, this increases “nearly eightfold” to 13.1%.
The change suggests that the rapid increase in the heatwave-led CDHEs occurred after the global average temperature “surpasse[d] a certain temperature threshold”, the paper says.
This threshold is an absolute global average temperature of 14.3C, the authors estimate (based on an 11-year average), which the world passed around the year 2000.
Investigating the recent surge in heatwave-leading CDHEs further, the researchers find a “regime shift” in land-atmosphere dynamics “toward a persistently intensified state after the late 1990s”.
In other words, the way that drier soils drive higher surface temperatures, and vice versa, is becoming stronger, resulting in more heatwave-led compound events.
Daily data
The research has some advantages over other previous studies, Yeh says. For instance, the new work uses daily estimations of CDHEs, compared to monthly data used in past research. This is “important for capturing the detailed occurrence” of these events, says Yeh.
He adds that another advantage of their study is that it distinguishes the sequence of droughts and heatwaves, which allows them to “better understand the differences” in the characteristics of CDHEs.
Dr Meryem Tanarhte is a climate scientist at the University Hassan II in Morocco, and Dr Ruth Cerezo Mota is a climatologist and a researcher at the National Autonomous University of Mexico. Both scientists, who were not involved in the study, agree that the daily estimations give a clearer picture of how CDHEs are changing.
Cerezo-Mota adds that another major contribution of the study is its global focus. She tells Carbon Brief that in some regions, such as Mexico and Africa, there is a lack of studies on CDHEs:
“Not because the events do not occur, but perhaps because [these regions] do not have all the data or the expertise to do so.”
However, she notes that the reanalysis data used by the study does have limitations with how it represents rainfall in some parts of the world.
Compound impacts
The study notes that if CDHEs continue to intensify – particularly events where heatwaves are the precursors – they could drive declining crop productivity, increased wildfire frequency and severe public health crises.
These impacts could be “much more rapid and severe as global warming continues”, Yeh tells Carbon Brief.
Tanarhte notes that these events can be forecasted up to 10 days ahead in many regions. Furthermore, she says, the strongest impacts can be prevented “through preparedness and adaptation”, including through “water management for agriculture, heatwave mitigation measures and wildfire mitigation”.
The study recommends reassessing current risk management strategies for these compound events. It also suggests incorporating the sequences of drought and heatwaves into compound event analysis frameworks “to enhance climate risk management”.
Cerezo-Mota says that it is clear that the world needs to be prepared for the increased occurrence of these events. She tells Carbon Brief:
“These [risk assessments and strategies] need to be carried out at the local level to understand the complexities of each region.”
The post Heatwaves driving recent ‘surge’ in compound drought and heat extremes appeared first on Carbon Brief.
Heatwaves driving recent ‘surge’ in compound drought and heat extremes
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