I taught middle school science for 34 years. Like many educators, my classroom instruction was hands-on and engaging, but it followed the standard curriculum, covering basic concepts without much deviation. Then, in 2007, my perspective shifted dramatically after attending a screening of Al Gore’s An Inconvenient Truth at the University of Miami. The gravity of climate change hit me like a tidal wave, and I remember losing sleep that night. It became clear to me that I couldn’t teach science the same way anymore.
I faced two obstacles. First, climate change education was not covered in my state science standards. I quickly discovered, however, that it was not difficult to incorporate climate science into my existing curriculum and within the state’s existing standards. For example, I taught about alternative energy sources in the unit about energy and energy transfers. I covered the impacts of climate change under ecology standards, such as “How humans impact their environment.”
The second obstacle was more daunting. How would I teach this depressing topic without causing anxiety in my young students? I embraced a solutions-oriented approach. Educators can turn paralysis into action by integrating real-world problem-solving into their lessons. At George Washington Carver Middle School, situated just eight feet above sea level in Miami, this approach was not theoretical. My students were acutely aware that rising sea levels and extreme weather events could directly impact their neighborhoods. But despair was not an option—and it’s not the message I wanted to convey. Instead, I focused on fostering hope through action.
In my classroom, students engaged in hands-on projects that addressed climate challenges. They calculated the feasibility of turning rising seas into a sustainable freshwater source, explored energy efficiency by installing smart thermostats and LED lighting at school, and applied reflective white paint to the school roof to reduce cooling costs. Over one school year, we saved $52,000 in electricity costs. Students also met with city officials and used apps like Eyes on the Rise to understand their vulnerability to sea-level rise and think critically about collective solutions.
A 2021 report found that most middle and high school teachers incorporate only an hour or two of instruction about climate change over an academic year. A 2023 survey reported that nearly 80% of educators and school leaders believe it’s important to teach the science behind climate change, yet significant barriers to comprehensive instruction persist. For example, many educators feel unprepared or fear overwhelming their students with the weight of the topic. I understand these concerns deeply. Balancing the harsh realities of climate science with an optimistic outlook requires careful planning and a commitment to student agency.
Climate education is not just about understanding greenhouse gases or sea-level rise; it’s about equipping students with the critical thinking skills to identify misinformation, the creativity to envision solutions, and the motivation to take meaningful action. In the classroom, for example, you might want to share tips on reducing carbon footprints, ideas for community-building initiatives, and inspiring accounts of young people making a difference.
In my classroom, I witnessed how this approach transformed students. They were no longer passive recipients of information; they were active participants in shaping their future. One of my former students told me she started reading climate news on her bus rides after taking my class. Her growing awareness sparked conversations with her peers and family about sustainable practices and community resilience; she went on to study environmental science in college.
Teaching climate change is not just about preparing students for the future; it’s about empowering them to shape it. I believe every educator has the power to inspire this transformation.
As educators, we have a profound responsibility to prepare our students for the challenges ahead. But we also have the privilege of inspiring them to envision and create a sustainable and hopeful future. Together, we can make a difference—one classroom, one project, one empowered student at a time.
References
Columbia Climate School. (2021). Climate change education is failing our youth. Retrieved from https://news.climate.columbia.edu/2021/12/17/climate-change-education-is-failing-our-youth
Education Week. (2023). If climate change education matters, why don’t all teachers teach it? Retrieved from https://www.edweek.org/teaching-learning/if-climate-change-education-matters-why-dont-all-teachers-teach-it/2023/03
