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Over the past decade, Zimbabwe has experienced several climate-induced extreme events such as droughts, floods, heat waves and cold spells – all of which have challenged the education sector’s resilience to climatic shocks. At the same time, adolescent girls in rural communities continue to ‘fall through the cracks’ of education – failing to attend school, to stay in school and to complete a basic cycle of education. Climate change appears to be a limiting factor for girls in rural areas in addition to other barriers such as household poverty, distances travelled to and from school and gender-based violence. Based on a research study underpinned by human development, African feminist, and actor-oriented theory, this article explores the link between climate change and adolescent girls’ education in Ward 25 of Chivi District, an arid and remote rural region in southwest Zimbabwe. The study population consisted of rural, in-school, adolescent girls aged 10-19 years, whose families reside in or originate from the study area. Data was generated through a qualitative survey administered to twenty-one adolescent girls; sixteen key informant interviews with stakeholders at different levels; and eight focus group discussions (FGDs) with adolescent girls, adolescent boys, teachers and caregivers. Data was also generated through field notes, field observation, photography as well as drawings by adolescent girls. The findings highlight how climatic shocks pose challenges for adolescent girls’ education in rural contexts and the current and potential roles played by the adolescent girls and other actors in addressing climate change. By challenging the narrative that adolescent girls are victims of the climate crisis, this study positions adolescent girls’ agency as a game changer in locally led climate action.

“Victims or game changers?”: Exploring adolescent girls’ agency in the context of locally led climate action in rural Zimbabwe