Educators' Imperative for Environmental and Climate Action in Schools
To view a video overview to the Educators Imperative and Overview to Sustainable and Climate Resilient Schools check out the webinar video.
To view a google doc version of this imperative page visit: Sustainable and Climate Resilient Schools Imperative for K-12 Educators
THE CURRENT CONTEXT
Without a doubt, the 2020 decade has ushered in a pivotal turning point for major sectors such as government, industry, and education, which all experienced a convergence of crisis throughout 2020: racial injustice, the COVID-19 pandemic, economic stress and an oncoming recession, climate-related disasters such as wildfires, high heat, severe storms, floods, and drought. This convergence of crisis serves as a "disruptive change" for humanity, as it has exposed the intersectionality of a number of issues (see graphic to the right comes from the Freedom to Breathe Tour), that when converged cause an existential threat to humans.
While these crises were and continue to be stressful and devastating in so many ways, they have also brought to the forefront a disruptive shift to the status quo that has been building momentum - the shift towards a more environmentally sustainable and socially just paradigm. This shift is happening both in public perception, and in the practices and operations in a majority of sectors; for example: government, business and industry, higher education, faith, and more. It is a shift that the United Nations refers to as the "Decade of Action" - or a reinvention of life as we know it - with the intended outcome to thrust humanity into a more sustainable paradigm by 2030.
The K-12 Education System is at the start of taking part in this shift, but needs to act more swiftly to institutionalize policies and practices that model a sustainable and resilient paradigm shift. By making this shift, K-12 schools have the opportunity to serve as a catalyst for accelerating transformative change within communities, minimize ongoing disruptions to learning from climate-related disasters, and provide equitable access to safe and healthy spaces for children, youth, and adults to learn and play.
Public Opinion Shifts on Climate Change and Children and Youth Demand Change
The Yale program on Climate Communication has been surveying public opinion on climate change, and their Global Warming’s Six Americas in 2020 shows that nearly 60% of Americans are now “alarmed” or “concerned” about climate change. Furthermore, the doubtful and dismissive segments have both decreased since 2014. It is also important to note that a survey conducted by NPR in April 2019 showed that that public opinion shows that the vast majority of parents (over 80%) and teachers (over 86%) believe that Climate Change and environmental issues should be taught in schools.
For children and youth, opinions around climate change and the need for action run high. In 2019, a Washington Post and Kaiser-Family Foundation poll found in 2019 that most American teenagers feel afraid and angry about climate change, and that at least one in four teens are taking action about it. According to a survey of 10,000 young people across 10 countries released in September 20201 by academics at Stanford, Oxford, and the University of Bath, and more, almost half of young people (45%) say their feelings about climate change negatively impact their daily lives. More than three in four young people (77%) say the future is frightening with regard to climate change. Youth around the world have rallied together to demand action in powerful demonstrations as part of the Youth Climate Movement.
Sector Shifts Towards Environmental Sustainability
Momentum has been building at the local and regional scale for action that is at the intersection of environmental and social justice. This call to action is both global and local, with the United Nations leading the way, urging all of humanity to tackle these issues head-on and engage with the 2020s as the “Decade of Action” to end poverty, rescue the planet, and build a peaceful world. Additionally, the COVID-19 crisis has increased the demand for an immediate recovery process that "Builds Back Better" and includes equity, sustainability and resiliency at the core.
A) Governmental Sector - Commitments to sustainability are happening at all scales of government from international to local:
Global Scale: The United Nations Framework Convention on Climate Change has near-universal signatories on the Paris Agreement.
Federal - United States: President Joe Biden has elevated mitigating and adapting to climate change to one of the top four priorities of the new administration.
State and Regional Leaders:
The Under 2 Coalition is a group of states and local regions committed to climate action
There are a number of Governors in the United States leading for climate change - U.S. Governor's Climate Alliance
California: Leadership on climate change has existed in California since 2006, and most recently, Governor Newsom doubled down, signing a series of executive orders and urging other leaders to follow.
Counties and Cities: Many counties and cities have made a tremendous investment in climate action and resiliency. See the following examples to learn more about this local initiatives:
C40 Cities: These are the cities around the world who are taking bold climate action and leading the way for a more sustainable future
Climate Mayors: A bipartisan network of mayors across the United States who are committed to climate action
San Mateo County: with initiatives like the County Health System’s Get Healthy San Mateo County and operations like the County Manager’s County Office of Sustainability. Additionally, the County Board of Supervisors declared a climate emergency in Fall 2019, followed by a declaration from the County Youth Commission in the Spring of 2020.. It is also worth noting thate since 2012, the 20 cities in San Mateo County and the County have worked together through RICAPS to plan and implement measures to reduce greenhouse gas (GHG) emissions (mitigation), and to plan for climate change (adaptation).
B) The Green Economy - Business and Industry - There has been a significant amount of leadership for environmental sustainability and climate action from the business sector. This movement is often referred to as the "Green Economy" - learn more about the green economy, check out this resources created by the San Mateo County Office of Education: Green Economy Overview for K-12 educators. Many leaders in this movement are participating in the following networks and initiatives: We Mean Business Coalition; the California Green Business Network, and the Global Reporting Initiative’s GRI Standards.
C) Higher Education - Leaders in colleges and universities have embraced comprehensive sustainability initiatives in educational institutions; for example The Association for the Advancement of Sustainability in Higher Education (AASHE), California’s public university systems sustainability offices (i.e University of California (UC) Sustainability, and California State University (CSU) Sustainability), and sustainability within community college districts (ex: San Mateo County Community College District).
D) Faith Based Community - Leaders of faith based communities have increased their emphasis on the importance of “caring for creation” and environmental stewardship. For example, Pope Francis wrote the Environmental Encyclical in 2015, which is a call to action for Catholics (and all people) to shift their minds, hearts, and behavior to better align with sustainable practices and environmental justice principles. Additionally, organizations leading the dialogue around the importance of sustainability and faith, include: The Interfaith Center for Sustainable Development, Green Faith, and the Catholic Climate Covenant.
GROWTH OF THE MOVEMENT IN K-12 SCHOOLS
While the K-12 education system has not prioritized environmental literacy and sustainability in the same ways as the above sectors, there have been policy shifts and programs that have begun this transition. Highlights at the federal and state level are featured below, and to learn more about the history, associated legislation, and related education movements, see Environmental Literacy Overview and History.
The National Environmental Education Act of 1990 requires the EPA to provide national leadership to increase environmental literacy, which is promoted by the Office of Environmental Education. In 2012, the U.S. Department of Education launched the Green Ribbon Schools (ED-GRS) program, which aims to inspire schools and districts to strive for sustainability practices such as reducing environmental impact and costs; improving, the health and wellness of schools, students, and staff; and providing effective environmental and sustainability education. This program has built a network of model “green schools” across the country, and inspired state leadership to advance environmental and sustainability education (ESE).
At the state level, there are a handful of states that have really taken the lead for environmental literacy and sustainability efforts such as California, Colorado, Kentucky, Maryland, New Jersey, Oregon, Washington, etc. In California, mandates and expectations around the integration of environmental sustainability and climate resiliency in facilities and curriculum have been building in momentum since the early 2000s. Three critical outcomes of this growing momentum in California have been the following:
Environmental Principles and Concepts: These have been embedded in subject area standards (AB 1548) and frameworks, and codified Environmental and Climate Education in Ed Code with SB 720.
California Blueprint for Environmental Literacy (2015): Provides an outline of how to achieve equitable access to environmental education for all students
California Environmental Literacy Initiative (CAELI): Led by Ten Strands, this group works statewide with guidance from a leadership council to create systems change in support of environmental literacy in K-12 schools.
CAELI County Office of Education leaders for environmental literacy and sustainability have helped link these policies and mandates to already existing frameworks and accountability structures for California Educators (i.e. MTSS and LCAP) in this document, "Educating Every California Student in, About, and For the Environment: A Call to Action for County, District, and Educational Leaders," and complementary webinar series.
VISION AND PURPOSE FOR K-12 EDUCATORS IN THE DECADE OF ACTION
During this “Decade of Action”, it is critical that K-12 schools align with government, business, and higher education sectors for a number of reasons:
Exposed Vulnerabilities: The COVID-19 crisis, as well as ongoing climate disasters, have exposed vulnerabilities within the K-12 public education system related to facilities, curriculum, and community engagement.
Core Purpose Connections: Sustainability and resiliency are now directly connected to the core purposes and operations of a school community.
A Natural Leverage Point for Change: K-12 schools are a major leverage point for cultural and behavioral change in local communities.
Each of these reasons are detailed below with a call to action for educators to not just reimagine K-12 schools, but also to take immediate action so that they can survive and continue to serve our communities in the long-term.
Exposed Vulnerabilities
In the past few years, The COVID-19 crisis, as well as ongoing climate disasters, have exposed vulnerabilities within the K-12 public education system, such as:
Facilities and Operations: Many K-12 schools are not equipped to handle issues such as poor indoor and outdoor air quality, public power shut-offs, high heat days, storm based flooding, sea level rise, or issues related to disease. Because of this, facilities have had significant disruptions to learning, which has contributed to learning loss.
Curriculum and Instruction: At most schools, curriculum and instruction does not yet include environmental issues and topics such as climate change, nor does it include hands-on experiential project based learning that would prepare students with 21st century skills.
Community and Culture: In many K-12 settings, in particular secondary 6-12 programs, school struggle with student engagement.
Core Purpose Connections
Currently, the general purpose and responsibility of K-12 public and private school communities is to prepare children and youth to become productive and good citizens that can fulfill their diverse potentials in college and career. Below are some examples of how the broader purpose of education has been summed up by top agencies in California:
California Department of Education (CDE) Mission: To provide a world-class education for all students, from early childhood to adulthood. The CDE serves our state by innovating and collaborating with educators, schools, parents, and community partners, preparing students to live, work, and thrive in a highly connected world.
California School Board Association: Schools have an obligation to provide all students with the access and opportunities necessary for college, career, and life success.
As all major sectors make significant shifts towards a sustainable and climate resilient paradigm, these broader goals of K-12 education - “college and career”, "thriving and succeeding in life,” and other commonly used words like "excellence" or "equity” - are now directly connected to sustainable and climate resilient principles and practices. Therefore, educators need to develop a high-level strategic response that will allow them to reinvent K-12 schools and institutionalize policies and practices that model a sustainable and resilient paradigm shift.
K-12 Education as Leverage Point for Change
“Paradigms” are widely accepted beliefs or concepts that are reinforced through policy and behavior. Shifting paradigms requires tapping into social institution leverage points such as government, family, religion, and education. Because K-12 schools interact with an average of 35-45% of the population on a regular basis, as well as serve as a trusted messenger, they have the potential to be a critical leverage point for change.
Despite being further behind than other sectors, K-12 schools have an opportunity to jump start their efforts in the early 2020s and serve as a catalyst for accelerating transformative change within communities. By doing this, K-12 schools will not only be hubs for sustainable and climate-resiliency in each community, but they will also minimize ongoing disruptions to learning from climate-related disasters, and provide equitable access to safe and healthy spaces for children, youth, and adults to learn and play.
The window of opportunity for change is open, and this website serves as a toolkit for disruptive changemakers in K-12 education who are ready to lead the way.
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