Excellence in a Changing Climate: A Case for Climate-Informed, Environmentally Conscious Physical Therapy Education.

Background And Purpose: The World Health Organization declared climate change to be "the single biggest health threat facing humanity." Health professionals are called to advocate on behalf of their patients and communities. Physical therapy professionals, as health and movement experts, are uniquely qualified to respond to this call. This paper advocates for the integration of climate-informed care, environmental justice, and sustainability into physical therapy education, highlighting its alignment with professional expectations and the evolving needs of society.

Position And Rationale: Climate-informed theory and practice can be integrated into physical therapy education to better address health outcomes and disparities exacerbated by environmental issues. There is support for including this content found within physical therapy professional organization and curricular standard expectations. The frameworks provided by the socio-ecological model and the International Classification of Functioning can be used to integrate climate-informed content across the physical therapy curriculum and clinical practice. Climate-informed and environmental justice content can be integrated into existing science, patient management, and professionalism coursework without curriculum overload.

Discussion And Conclusion: Physical therapy professionals can play a pivotal role in reducing health disparities and climate-related health impacts by practicing climate-informed care, adopting sustainable practices, and advocating for systemic change. This role positions the profession to be a leader+- and aligns with ethical responsibilities. By incorporating climate and environmental justice content, physical therapy education programs ensure that future physical therapy professionals are prepared to address the complex intersection of societal health outcomes and equitable health care.