I can remember the time of my environmental awakening. It felt like overnight, there were suddenly a lot of commercials about recycling, signs on hairspray bottles stating “No CFCs”, and I became keenly aware of the growing hole in the ozone layer. We talked in science class about this scary thing called ‘global warming’ and all the ways in which we, as humans, were destroying the environment. I can still remember my teacher telling us that scientists were looking for ways to help, but hadn’t figured anything out yet. If brilliant scientists couldn’t think of a solution, how could a bunch of 12 year olds? In these terrifying conversations, I couldn’t figure out how recycling pop cans could possibly help. It left me with a lot of worry and concern that buying the wrong hairspray would end the planet.
At it’s worst, this worry can manifest into a condition called ‘Climate Change Anxiety’ (also referred to as eco-anxiety, eco-grief, or climate doom). It’s a helpless feeling in the face of very real climate related disasters. Climate change is important to recognize and to mitigate, but there are also approaches to consider that may help students to feel that there are actions they can take for positive change. A promising study by Dr Sarah Lowe, a clinical psychologist and associate professor at Yale School of Public Health, suggests that engaging in collective action can be a way to help navigate climate change anxiety.
In schools, the way that we address climate justice can help students to feel hopeful and empowered instead of anxious and helpless. There are some traditional activities that can partner whole school activities with individual class discussions, such as community clean ups or garden planting. When classes are preparing to participate in these activities, try asking students what they think an environmentalist is and explore the conversation together. Encourage them to think about who they are as environmentalists and involve them in brainstorming ways they can actively care for the environment and our responsibility to do so.
If you are looking for something to move from whole school activities to specific classroom lessons, I encourage you to log into your ETFO secure account and access many different lesson ideas, webcasts, and learning that can help to inspire and guide you. There is a resource called Creating Environmentally and Socially Active Communities that has classroom ready lessons from kindergarten to grade eight. These lessons range from age appropriate experiences of noticing and appreciating the natural world to climate justice and environmental racism. They include suggestions for assessment, curriculum links, and ways to engage students in collective activism. What I love about these lessons is that students and educators are encouraged to learn together and work together to identify issues and solutions.
Though still adamant about recycling and responsible consumerism, I’ve grown in my climate justice. I know that there are ways to support and work with like minded folx to identify issues. As I start to think about policies and values alongside the do’s and don’ts of the blue bin, I find myself understanding that there are many different powers at play that can influence change. It turns out that creating a community of environmental activists who can move collectively from climate anxiety to climate justice might just be beneficial for all of us.
Learn about ETFO’s climate justice resources:
https://www.etfo.ca/socialjusticeunion/climate-change/environment-and-climate-justice
Learn more about Dr. Sarah Lowe’s research:
