Climate Action club in Chipinge helps Euna learn, thrive and belong

For years, 16-year-old Euna watched from the sidelines as her peers joined extracurricular activities. A learner at Shekwa Secondary School in Chipinge District, in the eastern part of Zimbabwe, Euna lives with a physical disability and often faces barriers to joining activities that require long walks or navigating difficult terrain.

But today, Euna's story is changing.

She is an active member of her school's Climate Action Environment Club, where learners are gaining knowledge and practical skills to address climate change and environmental challenges affecting their communities. The Korea International Cooperation Agency (KOICA) funds the programme, and UNICEF implements it with the government and local partners as part of the wider CALM project, which has been rolled out in four districts since 2025.

Under this project, climate action is taking root through practical initiatives that engage all learners. The 20 members of the club participate in waste collection campaigns, promote waste separation and management, conduct awareness-raising activities, plant trees, and maintain a nutrition garden that supports the school's feeding programme.

For Euna, being part of the club represents far more than learning about climate change. It is about belonging, participation and having an opportunity to make a meaningful contribution to a problem which affects her greatly.

"As a child living with a disability, I feel the effects of climate change just like other children, and sometimes even more," said Euna. "When there is drought, water becomes difficult to access. When there is heavy rain, it is harder for me to move around safely. Being part of the Environment Club makes me feel included because I can now take action to protect the environment and help other children."

Through the club, Euna has learned practical ways to respond to climate-related challenges, including sustainable gardening, waste management and tree planting, helping her community become more resilient to droughts and other climate shocks

The project's strong focus on inclusion has ensured that children like Euna are not left behind. Club activities are designed to encourage participation from all learners, regardless of their abilities, creating an environment where every child can contribute according to their strengths.

" I mostly used to watch others take part in outdoor activities. Now I am involved in caring for the garden, and gives me confidence," said Euna, smiling as she goes about some of her roles as a member of the club.

One of her responsibilities is helping to water the garden, which grows a variety of vegetables used to supplement meals provided to learners at the school. The task has become much easier thanks to improved access to water.

Before the project, learners often walked nearly three kilometres to the nearest stream to fetch water for the garden. Now, a piped water system brings water closer to the school, making gardening more accessible for all learners, including children with disabilities. It has also enabled the school to grow a wider variety of vegetables.

Standing among rows of vegetables, Euna explains how she also helps turn waste into compost, transforming it into a valuable resource for the garden.

"We separate food and plant waste and use it to make compost," she said. "The compost helps our vegetables grow well, and the vegetables help provide food for learners at school. It makes me happy to know that what we are doing helps both the environment and other children."

A teacher overseeing the club at Shekwa Secondary School says inclusion has become one of the programme's most valuable achievements.

"One of the things that stands out most about this project is that it gives every learner an opportunity to participate," the teacher said. "Children living with disabilities are often excluded from activities because people focus on what they cannot do. Through the CALM Club, we are focusing on what they can do. We have seen learners like Euna grow in confidence because they know their contributions are valued."

The teacher noted that participation in environmental activities is helping learners develop leadership skills while building a sense of responsibility towards their communities.

"Climate change affects everyone, including children living with disabilities," the teacher added. "By creating inclusive spaces, we are ensuring that all learners become part of the solution. When children work together, they learn that everyone has something important to contribute to."

As the effects of climate change continue to be felt across Zimbabwe, schools such as Shekwa are demonstrating how practical, child-centred solutions can strengthen resilience while fostering inclusion.

For Euna, the greatest lesson has been learning that her voice and actions matter.

Once limited to watching others take part, Euna now helps grow vegetables, improve waste management, and protect the environment around her.