Communities in Kenya's rural areas, especially pastoralists in Arid and Semi-Arid Lands (ASALs), are amongst those most affected by climate change. ASAL areas are characterised by economic marginalisation with high poverty levels, significant gender disparities and vulnerability to climate disasters caused by extreme weather events. Communities in these areas mainly rely on age-old, climate sensitive livelihood practices, such as livestock keeping. The increasing frequency and severity of extreme weather shocks puts the people in these communities at significant and growing risk. This study explores the impact of climate change on education in Turkana County, Kenya, as an example of one of the country's ASAL areas. It explores the impact of climate on schools and learning, and considers how to engage learners and schools in building resilience to climate change in the future. Learners, out-of-school youth (OOSY), headteachers, teachers, community members and representatives of agencies involved in combating climate change participated in interviews and focus group discussions to explore these topics. Recommendations for mitigating and adaptive actions to be taken in response to the climate events are provided for government, regional, and school-level authorities.