The impact of climate change disproportionately affects marginalised communities, and Tanzania is no exception. Most existing studies on climate change in Tanzania focus primarily on environmental aspects, such as rising temperatures and shifting precipitation patterns (Mabhuye, E. B., 2024), while often neglecting the social consequences. Additionally, research on the relational wellbeing of youth in Tanzania is limited. Prencipe et al. (2023) explored climate distress, climate-sensitive risk factors and mental health among Tanzanian youth. However, there remains a significant gap in understanding how these challenges specifically affect marginalized groups, such as youths with disabilities. Disabled youth and students are particularly vulnerable, facing barriers to economic opportunities, education and mental health support. Furthermore, primary and secondary school students often lack the knowledge and resources to cope with the stress and anxiety induced by environmental changes, which leaves them even more vulnerable to the ongoing effects of climate change.

It is, therefore, crucial to develop a comprehensive understanding of climate change’s impact on relational wellbeing for crafting interventions that address the specific needs of these populations. Expanding the scope of research to include more diverse regions is essential to ensure that interventions are both context-specific and effective in mitigating the unique challenges these communities face. While identifying initiatives that strengthen individual coping strategies is important, these efforts alone are insufficient. They must be complemented by broader measures that reduce susceptibility to adverse climate events and, consequently, the distress associated with these events.

The project will adopt a mixed methods approach to assess climate-related mental health challenges and promote clean energy adaptation among marginalized youths in Tanzania, especially those with physical disabilities. Data will be collected through baseline surveys and focus group discussions using digital tools such as KoboToolbox on mobile devices, along with culturally adapted and locally validated questionnaires. The data will be analysed and compiled into a comprehensive research report. Multi-stakeholder workshops including marginalized youths will be held to evaluate existing climate and energy policies, identify policy gaps, and develop inclusive and evidence-based recommendations. These recommendations will be disseminated through print publications, digital platforms, and public events. The project will also establish the Tanzania Youth Climate Change Network for marginalized youths with physical disabilities by identifying regional representatives and convening national coordination meetings. Clean energy training will be provided to selected marginalized youths and one Master of Science student, focusing on technologies such as briquette making, biogas systems, and solar microgrids. Trainees will be transitioned into certified trainers to ensure long-term impact. In schools, the project will develop inclusive educational materials, create climate action clubs, and lead awareness campaigns. Project outcomes will be shared through peer-reviewed publications, conference presentations, and final reports to support wider learning and policy uptake.

The central hypothesis of this project is that equipping marginalised youth in Tanzania, and particularly physical disabled youth and elementary school students, with practical skills in clean energy technologies will significantly enhance their mental health, overall wellbeing and resilience to climate-related challenges. This empowerment will enable them to actively participate in sustainability efforts, thereby reducing the social and psychological impacts of climate change on these vulnerable groups and contributing to their long-term inclusion in broader climate-action initiatives.

The main objective of this project is to address the significant research and policy gaps regarding the social implications of climate change on marginalised youth in the Global South, particularly Tanzania, with a specific focus on developing targeted interventions for physical disabled youth and elementary school students who are disproportionately affected. The project seeks to empower these vulnerable groups by providing them with practical skills in clean-energy technologies, fostering their understanding of the link between climate resilience and mental health.

By enhancing their capacity to actively engage in sustainability efforts, the project aims to improve their overall wellbeing, mental health and ability to cope with the adverse impacts of climate change, ultimately contributing to their long-term resilience and inclusion in broader climate-action initiatives.

1. At the project’s outset, baseline surveys and focus group discussions will be conducted to document the initial climate-related distress and mental health challenges faced by disabled youth and students. This data will serve as a benchmark for evaluating progress and impact

2. Marginalised youth, particularly those with physical disabilities, will be engaged in policy analysis workshops. Their feedback will be collected through surveys, focus groups and participatory evaluation methods, focusing on national policies related to climate change and clean energy

3. During clean-energy technology-training sessions, attendance records, pre- and post-training skills assessments and follow-up interviews will be used to measure the acquisition and application of knowledge

4. Tanzania Youth Climate Change Network members will be monitored through regular meetings, mentorship sessions and feedback loops, which will capture the extent of collaboration, advocacy efforts and sharing of best practices across regions

5. To evaluate outreach programmes, pre- and post-awareness assessments in schools will be conducted, tracking changes in student understanding of clean energy and climate change. Additionally, the establishment and activities of climate change clubs will be monitored over time.