Tag Archives: climate change

Confronting climate change in the classroom

We’re not talking enough with students about climate change

At least, many of us are not.

At the Global Youth Climate Strike last fall, I spoke with a lot of students who are really concerned about the future. Like, really concerned. Topping their list of worries is that not only are adults not doing enough to address climate change, but we’re also not talking with them (much) about it either. One student even characterized our inaction on climate as the ultimate homework procrastination.

Four students facing backwards holding signs, confronting climate change
Student activists at the Youth Climate Strike in September 2019.

But why?

I have a few hunches: first, despite being addressed in curriculum content standards, including the Next Generation Science Standards and the C3 Social Studies standards, climate change somehow feels like a political issue.

Newsflash: It’s not. It’s not a political issue. It’s science. And civics. It’s everything, really. And all too imminent. I mean sure, it has political implications, economic implications, social, ecological…it changes everything.

Yet wading into anything that feels like partisan waters can be anxiety-provoking for educators.

And speaking of anxiety, yeah, well, eco-anxiety made Oxford’s shortlist for words of the year 2019. Climate emergency won the top spot, and the whole list was related to climate change. Many of us are feeling the burn, so to speak. And for many of us, our strategy is to tamp that feeling down and focus on something else.

The problem is so very big and complicated, and we are so very small.

Or so it seems. It is very easy to feel powerless in the face of such a complex, global challenge.

And yet. The future is at stake. And as educators, just as we value our students, we value their future. Our job is to help prepare them for that future, however uncertain it may be.  And we can’t get there by ignoring or minimizing the threat posed by climate change.

So what’s a teacher to do?

I don’t have all the answers, but I have a few ideas. These, plus a little courage will move us in the right direction.

Knowledge is power

Climate change is a trans-disciplinary concept. There is not a content area that isn’t connected to this issue. From math to art, relevant academic connections can be made. Our students are asking us to help them understand what’s happening, why, and what we can do about it.

 It’s science:

To start, help students understand the facts of climate change in a developmentally appropriate way. Provide matter-of-fact explanations about the science of climate change. Help students understand what greenhouse gases are and how they function. Explore what happens when we upset the carbon balance in our atmosphere, and how scientists use models to try to predict and understand the impacts and outcomes of these changes in global chemistry.

Here are a few science resources to help you get started:
2 adults hold a plastic tube-shaped bag to a car's exhaust pipe, confronting climate change
Teachers in VEEP’s Energy Action Project Institute learn to measure auto emissions.

It’s civics:

Help students discover how governments — from local and federal and beyond- work and how we can get involved. Explore international policy and global efforts to combat climate change.

Who is in charge, makes laws, benefits, and suffers? What happens when we don’t follow through? How does change happen?

Help students understand power and privilege. Who has benefited from the dominant global system? And who has suffered as a result? Who is predicted to suffer the most severe impacts of climate change first? What is our responsibility?

Check out these civics resources:
Large group of students walk on sidewalk holding signs. Confronting climate change
Middlebury Union High School students walk out of class to attend the Youth Climate Strike in September 2019.

And sometimes it’s both together:

Learn together about humans’ relationship with the earth and other living things. Discuss the concept of natural resources. Identify how we use earth’s resources and explore the mental models and perspectives on how those resources should be consumed (hint: contrasting a Western capitalist mind with an Indigenous mindset can be revealing).

Check out this Tar Sands – Keystone XL role play from A People’s Curriculum for the Earth from Rethinking Schools.

It’s ok if you don’t have all the answers! Be the lead learner and model for students how we can seek answers to our questions.

Kids books confronting climate change
There’s a great picture book collection called The Sunlight Series by Molly Bang and Penny Chisholm that explains energy concepts. I highly recommend these books, even for middle schoolers! ‘Buried Sunlight’ explains what fossil fuels are and how their use is warming our planet.

And it’s connected to everything.

Help students become systems-thinkers, who can flexibly understand the relationships and interconnectedness of systems, their parts, and issues. Teach them to look beyond the surface to the complexity of the interactions within and between ecological, economic, and social systems. (Hint: The Climate Change Playbook has a ton of great games that help students understand these concepts and more.)

Keep it developmentally appropriate

We need to be real, and we need to be mindful. Exposing kids, especially younger ones, to the horrors of starving polar bears or burned kangaroos may lead to what educator David Sobel termed ecophobia, which means a fear of the natural world. This fear can lead to a sense of powerlessness and withdrawal from nature (and activism).

Help them find answers to their questions, but avoid alarmism.  It’s paralyzing; it invokes our flight, fright, or freeze response. Instead, be truthful while emphasizing the efforts focused on mitigating the problem. There is hope; we are the hope.

Developmentally speaking, our students are primed to seek opportunities to develop their competence and autonomy, to fight injustice, and to seek connection. Lead the way!

Cultivate agency and empowerment

Once we’ve kindled interest (and maybe a little righteous indignation) and our students’ passion for making a difference, it’s time to teach them that no one is too small to make a difference.

Think globally, act locally

Yeah, that catchphrase harkens back to the eighties, at least. But it holds.

Use your own community as a setting for getting students engaged in tackling global issues. Engaging in local service-learning projects will help students develop a sense of agency and empowerment. Through this work, they will discover their ability to make a difference right here, right now.

Help your students start a school-community garden, initiate a no-idling campaign in your school parking lot, or even establish a climate action club. Let them lead. They have great ideas! When we exercise our ability to make a difference, it buoys us.

Enter: service-learning

I am happy to report that this blog is packed full of great resources for service-learning, project-based learning, and using frameworks like the United Nations’ Goals for Sustainable Development, also known as the SDGs or Global Goals, which specify 17 goals that folks across the globe are working on together.

UN Sustainable Development Goals tiles atop a piece of paper with student writing
Students at Cultivating Pathways to Sustainability brainstorm local projects aligned to the Global Goals

Here are some of our best resources on service-learning:

And a few more that explore ways you can use the Global Goals:

Quick shout out to my brilliant colleagues Katy Farber and Jeanie Phillips, who wrote most of the posts on these lists (and Katy even wrote a great book on the topic!)

Finally, feel the feelings

Grappling with climate change is scary. The future may be uncertain, but the days ahead are likely to grow harder. It’s important that we acknowledge our feelings, not tamp them down. The grief we experience when we confront the impacts of climate change and the sixth mass extinction unfolding around us is real. It is also evidence of our deep connection to the earth and the other life we share this planet with.

Sarah Jaquette Ray’s Coming of Age at the End of the World guides educators to attend to both the affective and academic in the classroom. While her students are a bit older, her point remains valid. We have to welcome students’ fully human selves in the classroom. Which means we have to welcome our fully human selves, too.

In order to be able to make space for emotions that may arise for students, we need to be able to acknowledge and confront our own first. We do this emotional work so that we may move through the despair into hope and courage, and show them the way.

We are in this together. And remember, we are the hope.

How to make real, sustainable change in the Northeast Kingdom

Think Global Goals, make local change


The UN’s 17 Sustainable Development Goals are ambitious goals that countries, organizations, and institutions are committed to. They provide a framework that inspires students to connect local issues with global movements, to care deeply, and to make their own a plans for positive change. They include things such as:

  • No Poverty
  • Zero Hunger
  • Good Health and Wellbeing
  • Sustainable Cities and Communities
  • Cleaner Water and Sanitation
  • Gender Equality
  • Affordable and Clean Energy

While these may sound pretty daunting, students around the world are finding them useful in designing projects to improve their own communities. At Burke Town School, in West Burke VT, 8th graders have spent the past year putting the Global Goals into action around their school and community. Here’s how it worked.

Sustain your community garden

Last year, one of the projects the 8th graders at Burke did for Global Goals was to plant a garden — outside the Burke Town Offices. The garden continues to thrive, and Burke’s students continue to stock it with plants and seedlings. Burke Town School has a greenhouse on campus, and this year’s 8th graders have been hard at work planting new seeds and establishing how to add them to the community garden, and who will be responsible for them. They’re hoping to teach their community to take what they need from the garden and contribute to the planting cycle. In addition, the 8th graders are teaching Burke Town School’s kindergarteners the fine art of gardening, passing the message on. It takes a village to sustain a community garden.

Put a beehive on campus

Believe it or not, it is possible — with a few caveats. Burke students worked with principal Stacy Rice on what it could look like to install and maintain a beehive on school grounds. Rice helped students get in touch with the district’s insurance agency, to talk about how they’d need to amend their coverage. And here in Vermont, it’s a state law that if you’re going to put a beehive anywhere, you must inform the Vermont Agency of Agriculture. They just like to keep track. Additionally, whenever the students are outside working with the bees, Burke’s school nurse must accompany them, just in case. “I just want it to be part of the school’s culture, just to be normalized to have a beehive,” said Burke 8th grader Wisteria.

Build bike trails

The Northeast Kingdom boasts some of the best mountain biking trails in the country, including the famed Kingdom East trails system. And most of the Burke students are themselves avid riders. So they decided to build their own trails on school grounds, including berms and jumps. The eventual goal is to connect the Burke Town School trails with Kingdom East. Students believe that having readily accessible bike trails at school supports Global Goal #3, “Good Health and Wellbeing”. They hope it will inspire students and the community to be more active.

Make good art — and help people go see it

One of the concerns Burke’s students have is that their community could use more support with mental health issues. Depression is an issue they see a lot in the area. So to raise awareness of mental health issues and more importantly, to get their community talking about them, students contacted some local artists about installing murals around town. They hope the murals spur conversations around mental health, and normalize asking for help when you need it.  In fact, they are planning a community walk/run between these murals to raise awareness. This group also worked with Up for Learning to learn about restorative practices. They then taught the teachers and younger students how to support each other’s mental health needs.

Plant trees for the future

Concerned about plants in the future? Take action now and get some trees in the ground! Partnering with the Connecticut River Conservancy, Kingdom Trails Association, and the Vermont Fish and Wildlife Conservation Group, and “Mad Dog” chapter of Trout Unlimited, (“If you take care of the fish, the fishing will take care of itself.”) students picked up some shovels and got to work, lining a section of the Kingdom Trails bike path with new maples and dogwoods.

Fight hunger at home

Project HOPE is a food shelf serving more than 30 towns across the Northeast Kingdom. In addition to holding a food drive and donating two laundry baskets *full* of food to HOPE, Burke’s 8th graders rolled up their sleeves and turned bakers. Students in the younger grades don’t have a ready source of snacks on Fridays. So with a grant from King Arthur Flour, 8th graders have been making pretzel bites to hold the younger ones over at the end of the week. They also made a huge vat of homemade minestrone soup for Project HOPE’s food pantry. The pantry feeds 15-20 people in the Kingdom each day.

This project-based learning packs a punch

By using project-based learning as a framework for Burke Town School’s Global Goals, educator Morgan Moore provided students with elements key to the impact of the projects.

  • Start with an exciting entry event: At the beginning of the school year, students attended the Cultivating Pathways to Sustainability conference at Shelburne Farms, nearly 100 miles away on the shores of Lake Champlain. They met other Vermont students working on Global Goals and worked with community leaders on strategies for implementing change.
  • Create a driving question: After choosing the most meaningful Global Goals for their local contexts, students brainstormed how those goals could answer a question in the community.
  • Enter the research and creation phase: Students researched how to connect with community partners, and wrote grant applications to fund their projects. They learned from the school how to properly process purchase orders. They made calendars to make sure the work got done on time. Then they did the actual work themselves, digging holes for trees, rolling out pretzels, clearing bike trails, designing murals, assembling a beehive, and planting seeds. Along the way, they documented evidence and reflected on their growth on their PLPs (personalized learning plans). They also considered transferable skills of self-direction, responsible citizenship, and collaboration.
  • Finish with an authentic community sharing opportunity: Burke’s students are returning to Shelburne Farms at the end of the year to share what they’ve accomplished with the same cohort of students from the fall. Additionally, they presented to students from other schools in rural Vermont at the VT Rural Education Collaborative.

How have your students worked on the Global Goals this year?

We’d love to hear about it in the comments!