In a recent editorial published by Phys.org, researchers claimed that climate change is driving stronger and more frequent hurricanes, which in turn caused widespread school closures, labeled as “neglected consequences” of what we call climate deterioration. [emphasis, links added]
This statement is wrong.
The available data do not show the trend of increasing the frequency or intensity of hurricanes due to human-induced climate change, and if the storm itself does not worsen, it is claimed that climate change has caused more school days under its own weight.
Long-term observation of data and the official status of major scientific institutions, hurricanes become increasingly destructive and frequent central claims, which are increasingly frequent with hurricane changes.
According to the National Oceanic and Atmospheric Administration (NOAA) Geophysical Dynamics Laboratory (GFDL) There is no strong evidence that the number or intensity of hurricanes worldwide increases due to human-induced climate change.
NOAA wrote:
“We need to be confident in the conclusion that increasing atmospheric greenhouse gas concentrations has had a detectable impact on hurricane activity in the Atlantic Basin.”
NOAA, while cautiously attributes storm intensity in some basins to increased storm intensity, remains consistent in some basins Natural variability plays a major role in hurricane behavior, especially in the Atlantic Ocean, where oscillations in Atlantic Ocean (e.g. Atlantic Multi-College Oscillations (AMOs) are the main drivers of activity.
In addition, NOAA's historical hurricane tracking database shows that the frequency of landing hurricanes in the United States has not increased in the past century.
More obviously, the landing volume of major hurricanes (Category 3 and later) remains stable, even slightly lower when viewed in long-term records. (Please refer to the picture below)
In fact, for A clear climate: hurricane Note that 2005-2016 is the longest history in U.S. history, with no major hurricane landings, a record 11-year disruption.
If climate change fuels more severe hurricanes that affect the United States, where have they been hiding for more than a decade?
Even the frequently cited Intergovernmental Group on Climate Change (IPCC) agrees. Their AR6 working group I report has “Low Confidence” in the long term (century grade) increases the frequency or intensity of hurricanes.
This is not a skeptical website talking about, but the IPCC itself acknowledges that data does not justify the alert.
[The phys.org] Articles are textbook examples of fake and inferior research, dressed up as emergency policy insights.
The author of Phys.org's work is a speculative leap from “climate-driven hurricane” to “missing school days.” But their logic escapes here.
There is no reliable evidence to link climate change to educational disruptions.
Even if some areas of storm-related school closures are increasing, the reasons are due to shifts in administrative policies, liability issues and enhanced emergency response protocols rather than stronger weather.
Today’s schools have better warning systems that can take precautions in bad weather and close faster than they were 20 or 30 years ago.
Category 1 hurricanes close to the coast may have caused weather warnings over the past few decades. Today, even in areas where escaping storms are the first to be hit, it often leads to multiple days of closures. This change reflects institutional behavior, not climate change.
Hurricanes have always Coastal life has been destroyed, but since there is no evidence that the number or intensity of hurricanes has increased during the recent slight warming period, it is impossible to attribute any increase in school closures to hurricanes caused by climate change.
This article is an example of a textbook that calls fake research dressed up as emergency policy insights. By expanding the already weak climate claims (about the cyclone molecule being intensified), it is a more fragile social consequence, a more fragile academic—it commits the fundamental sin of science: to draw profound conclusions from the evidence of fragile, cherry-picking.
There is no measurable increase in hurricane intensity or frequency. Therefore, there is no climate change-driven school destruction crisis.
The author of this editorial should obtain a “F” in climate literacy to make scientific odor tests fail. Readers should be better than this unsupported alert.
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