CYED Cohort 1 Pilot

San Mateo County Case Study Example and Excerpt: “This program significantly expanded my leadership capacity by teaching me how to turn data into objective evidence. Before participating, I thought leadership was primarily about speaking the loudest or organizing events. Now, I understand that effective climate leadership requires data literacy and collaborative thinking. By learning how to analyze school-wide survey metrics and present findings to our faculty, I developed confidence to advocate for structured campus operations. Adding on, I also grew my skills in communication, through peer-reviews and discussion time. Ultimately, this experience taught me how to bridge the gap between student interest and administrative support. I now feel confident in my ability to learn more about climate leadership.”

Alameda County Case Study Example and Excerpt: “Before this program, I was more skeptical about whether student voices could influence decisions. Through interviews and conversations with staff and administrators, I learned that adults are often willing to listen when students come prepared with data and well supported recommendations. To me, creating positive change is less about titles and more about using evidence and persistence to help solve real problems. I also learned that effective environmental leadership is not just about identifying problems, but more so it’s about gathering evidence, understanding institutional challenges, and creating realistic recommendations that can lead to meaningful change.”

San Diego County Case Study Example and Excerpt: “Before this program, I was more skeptical about whether student voices could influence decisions. Through interviews and conversations with staff and administrators, I learned that adults are often willing to listen when students come prepared with data and well supported recommendations. To me, creating positive change is less about titles and more about using evidence and persistence to help solve real problems. I also learned that effective environmental leadership is not just about identifying problems, but more so it’s about gathering evidence, understanding institutional challenges, and creating realistic recommendations that can lead to meaningful change.”

San Mateo County Case Study Example and Excerpt: “Now that I have completed the program, I am deeply proud to have been an ambassador for the climate in my community and also to have compiled a detailed report with recommendations that I can present to my school administration. Making change is impossible without hard work. Regarding civic engagement, I am glad I have involved myself in  this kind of work and have grown in so many ways as a leader and voice for wanting to make change. My people and time management skills are areas where I have grown the most, but gathering and presenting my data in the report and presentation have also shown me what kind of work I am capable of in a mostly independent project. The work I have put into this program throughout the year has finally paid off, and I am excited to continue finding ways to advocate for climate literacy and action in my community.”

El Dorado County Assessment Report Example and Excerpt: "In an optimistic future, Vista should strengthen partnerships among students, administrators, staff, and the broader community. Through transparent communication and meaningful collaboration, the school can implement impactful, lasting sustainability initiatives. Currently, communication gaps can make students hesitant to approach administrators or limit support for student-led ideas. Because students drive much of the momentum behind sustainability efforts, Vista should more actively incorporate student perspectives into decision-making. Engaging a wider range of stakeholders will not only build stronger support for environmental initiatives but also help ensure their long-term success. Rather than working in isolated groups, Vista should recognize the interconnected nature of sustainability efforts and foster a collaborative approach to creating a climate-resilient school.”

Contra Costa County Assessment Report Example and Excerpt: “In an optimistic future, California High School could become a model campus where sustainability is integrated into learning, campus operations, and community involvement. One recommendation is to create a Living Learning Garden and Orchard that can be used by AP Environmental Science and Biology classes while also providing produce, native habitat, and outdoor learning opportunities. A second recommendation is to establish a Cafeteria Compost Program that reduces food waste and creates compost for use in the school garden. Finally, the school could expand student involvement through a Sustainability Volunteer Hours Program and Community Garden Volunteer Days that connect students, families, and staff. Together, these initiatives would transform sustainability from a topic students learn about into something they actively practice and experience on campus.”

Contra Costa County Assessment Report Example and Excerpt: “In an optimistic future, California High School could become a model campus where sustainability is integrated into learning, campus operations, and community involvement. One recommendation is to create a Living Learning Garden and Orchard that can be used by AP Environmental Science and Biology classes while also providing produce, native habitat, and outdoor learning opportunities. A second recommendation is to establish a Cafeteria Compost Program that reduces food waste and creates compost for use in the school garden. Finally, the school could expand student involvement through a Sustainability Volunteer Hours Program and Community Garden Volunteer Days that connect students, families, and staff. Together, these initiatives would transform sustainability from a topic students learn about into something they actively practice and experience on campus.”

Los Angeles County Assessment Report Example (Palisades Charter) and Excerpt: “In an optimistic future, our school could become a model of environmental sustainability by expanding climate literacy across all subject areas, increasing outdoor and field-based learning opportunities, and strengthening student leadership in environmental action. Additional recycling and composting stations, improved sustainability signage, water conservation projects, school gardens, and renewable energy investments could make environmental practices more visible and accessible. The school could also improve communication about environmental initiatives and provide more opportunities for students to participate in sustainability projects. These actions would strengthen campus sustainability, increase climate resilience, and help prepare students to become informed environmental leaders in their communities.”