This chapter examines the serious impacts of climate change on the education sector and the physical infrastructure of schools, resulting in safety risks and accessibility problems. These impacts disrupt the learning process and negatively affect student attendance, performance, learning focus, and overall educational outcomes. The impacts of climate change are examined using the epistemic injustice theory proposed by Miranda Fricker. This research was conducted in Pekalongan Regency, Central Java, one of the regions on the north coast of Java that is affected by climate change due to tidal flooding and erosion. Climate-related distributive injustice in obtaining epistemic resources, in the form of information and education, and other aspects of the situation experienced by the education sector in Pekalongan Regency need to be taken seriously by the Pekalongan Regency government, especially the Education Office. Children’s, teachers’, principals’, and parents’ experiences of the learning process at school, as well as infrastructure needs, must be monitored, and special regulations enacted to ensure that the government continues to fight for children’s rights to proper education under all conditions, including tidal floods.