From Kashmir Mountains to ANU: Shamsa Yousaf to build communities' resilience in a climate-challenged world

After working in the humanitarian and development sector for a decade, Shamsa Yousaf pursued a Master of Climate Change at the Crawford School of Public Policy. Drawn to Crawford’s approach of linking academic learning with practical policy challenges across the Asia-Pacific region, she sought to deepen her understanding of the science, policy, and systems behind climate change. 

“What motivates me is the opportunity to connect knowledge, policy, and practice to create solutions that respond to people’s real experiences,” she says. 

This year, Shamsa became the inaugural recipient of the Gender and Environment Prize for her outstanding academic achievement. Here is her story in her own words:   

Living in a climate-challenged world at Azad Kashmir 

My name is Shamsa Yousaf, and I come from the beautiful mountainous region of Azad Jammu and Kashmir (AJK) in Pakistan. I grew up in Muzaffarabad, surrounded by mountains, rivers, and communities with a deep connection to nature and each other. Coming from a large family of nine siblings—six sisters and three brothers—I was fortunate to grow up in a family where education was deeply valued. 

I was inspired by the sacrifices and values of my parents. My father worked tirelessly as the sole provider for our large family, while my mother stepped away from her government service early in her life to dedicate herself to raising and supporting her children. Despite the challenges, they always encouraged all of us, especially their daughters, to pursue education and believe in our potential. They taught me the importance of humility, resilience, and staying grounded values that have continued to guide me throughout my personal and professional journey.  

A defining moment in my life was experiencing the 2005 earthquake in Pakistan as a teenager. Seeing the devastation and the struggles of affected communities deeply shaped my understanding of vulnerability and resilience. That experience became the foundation of my passion for disaster risk reduction, climate resilience, and supporting communities facing environmental challenges. 

Over the past decade, I have worked in the humanitarian and development sector, focusing on monitoring and evaluation, disaster management, climate resilience, livelihoods, WASH, and community development.Through my work, I witnessed similar challenges faced by communities affected by floods, climate variability, and environmental pressures. Working directly with communities through field visits, interviews, focus group discussions, and assessments helped me understand that climate change is not an abstract issue; it is something that directly affects people’s homes, livelihoods, health, and opportunities.  

My professional experience working with disaster-affected communities showed me that disasters are not only environmental events; they are shaped by social, economic, political, and governance factors. I came to understand that effective climate action must not only be informed by science and policy but also by the voices, knowledge, and experiences of communities. Later, my work with communities affected by disasters reinforced the importance of remaining connected to people’s lived experiences and listening to their voices. 

While I had gained practical experience in humanitarian response and disaster risk management, I wanted to deepen my understanding of the science, policy, and systems behind climate change. These experiences inspired me to pursue climate change studies so that I could contribute to more inclusive and effective policies that address not only environmental risks but also social inequalities. 

Transformative Crawford 

I chose the Master of Climate Change because I wanted to move beyond responding to disasters and better understand how policies, institutions, and societies can build long-term resilience. The program offered the interdisciplinary perspective I was looking for, connecting climate science with governance, development, and policy. 

I chose Crawford School of Public Policy because of its strong reputation in public policy, its focus on real-world challenges, and its location within a university environment that encourages research and engagement with policymakers. I was particularly attracted to Crawford’s approach of linking academic learning with practical policy challenges across the Asia-Pacific region. 

My experience at Crawford has been transformative, both academically and personally. Coming from a professional background in disaster management, I entered the program with practical experience, but Crawford helped me develop a deeper understanding of the theories, systems, and policy processes that shape climate action. 

The diversity of the Crawford community has been one of the most valuable parts of my experience. Learning alongside students from different countries and professional backgrounds created opportunities to exchange ideas and understand global challenges from multiple perspectives.  

The classes encouraged critical thinking and challenged me to look beyond technical solutions and consider questions of justice, governance, equity, and participation. The support and guidance from teachers created an environment where students were encouraged to connect academic concepts with real-world experiences. 

This experience enriched my understanding of global policy challenges and reminded me that while climate change is a global issue, its impacts are experienced locally and differently. 

My time at Crawford has been memorable because it transformed not only what I know about climate change, but also how I think about solutions placing people, knowledge, and justice at the centre of climate action.  

Researching gender, climate vulnerability, and adaptation responses 

During the program, I had the opportunity to complete research-based coursework that allowed me to explore climate change issues connected to my professional background. 

One of the most meaningful pieces of research I completed was a paper titled “Intersectional Analysis of Women’s Vulnerability to Gender-Based Violence and Policy Responses After the 2022 Sindh Floods.” This paper examined how the impacts of climate-related disasters are experienced differently by communities, particularly women, and explored how social, economic, and cultural factors shape vulnerability. Using a desk-based qualitative approach, I conducted a thematic analysis of policy documents, humanitarian reports, and academic literature to examine the relationship between gender, climate vulnerability, and adaptation responses after the 2022 floods in Sindh, Pakistan.  

This project connected my academic learning at Crawford with my decade of professional experience working in disaster risk reduction and humanitarian programmes. It strengthened my interest in inclusive climate adaptation and reinforced my belief that effective policies must consider the lived experiences of communities, especially those who are often most vulnerable to climate impacts.Crawford gave me the opportunity to step back, critically reflect on my professional experiences, and understand them through the broader perspectives of climate policy, governance, and social justice. 

I am especially grateful for the guidance and encouragement of my supervisor, Dr Cristina Griffin, whose feedback and support helped me strengthen my research thinking and approach complex climate and development issues from multiple perspectives. Dr Griffin’s guidance encouraged me to look beyond technical responses and consider questions of equity, inclusion, and whose voices are recognised in climate decision-making.  

My experiences working on disaster and climate-related issues in Pakistan have shown me that global challenges are experienced locally. Climate change may be a global phenomenon, but its impacts are felt differently depending on geography, livelihoods, gender, economic conditions, and access to resources. Working with communities affected by disasters taught me that policies designed at national or international levels must consider local realities. Communities often have valuable knowledge about their environment and risks, and effective policies must include their voices. 

This perspective will guide my future work in public policy by encouraging me to bridge the gap between research, policymaking, and community experiences. I hope to contribute to policies that are not only technically effective but also socially inclusive and equitable. 

Looking beyond graduation 

After graduation, I hope to continue building my career as a Climate Adaptation and Disaster Risk Reduction Researcher and Policy Advisor. My goal is to work at the intersection of research, evidence-based policymaking, and practice, contributing to solutions that help communities better prepare for and adapt to climate change. 

Drawing on my professional experience in disaster risk reduction and my academic training in climate change at ANU, I hope to contribute to research and policies that promote inclusive and locally grounded approaches to climate adaptation. I am particularly interested in understanding how climate risks affect vulnerable communities and how policies can better incorporate local knowledge and lived experiences.  

In the longer term, I would like to pursue doctoral studies and continue contributing to climate research and policy, particularly in contexts such as Pakistan and other climate-vulnerable regions. My aspiration is to bridge the gap between research, government institutions, and communities to support more resilient and equitable futures. 

I would encourage prospective students to come with curiosity and an open mind. The Master of Climate Change at Crawford is not only about learning technical knowledge; it is about understanding the complex connections between climate, society, governance, and policy. 

Students should take advantage of the diversity of the Crawford community, engage with their peers, ask questions, and connect their academic learning with their own experiences and interests. For students from developing countries or climate-vulnerable regions, I would especially encourage them to bring their local knowledge and experiences into classroom discussions. These perspectives are valuable and contribute to richer conversations about global challenges. 

Support from all around 

I am deeply grateful for the opportunity to study at Crawford School through the Australia Awards Scholarship. This journey has been much more than an academic experience; it has been a period of personal growth, reflection, learning, and meaningful connections. 

I would like to acknowledge my family, especially my parents and my husband, whose encouragement and support have shaped my belief in the transformative power of education. I am also sincerely grateful to the Australia Awards, DFAT, Crawford School, my teachers, and my peers for being an important part of this life-changing journey.