Cover Image by Rick Brown from Pixabay

Crystal DiMiceli is the founder of Forces for Nature, LLC, an environmental education company that utilizes educational programming and podcast production to teach people how to incorporate sustainability into their everyday lives.

 Learn more about her offers at www.forcesfornature.com!

1)    Tell us about your work

I help teachers who are looking to incorporate sustainability education into their curriculum by providing programming designed to take your students beyond just learning the facts and figures of climate change to answering their question, “But what could I possibly do about it?”

 My new education program, the EcoAction Lab, is a standards-aligned, turnkey program based on behavior-change psychology that focuses on the highest-impact actions they can take as individuals to reduce their carbon footprint. It’s adaptable for in-class, after-school, or as a club activity.

  2)    What are the key challenges in incorporating climate change education in schools? How can these be overcome?

 Incorporating climate change education in schools involves several key challenges, which require a multi-faceted approach to solve. Here are some of the primary challenges and their potential solutions:

• Fitting climate change education into an already packed curriculum can be difficult. Schools must balance a wide range of subjects and may struggle to find time for additional content. Resources that make suggestions on how to frame lessons that are already being taught through the lens of climate change can kill two birds with one stone, so to speak.

• Not all teachers feel confident in their understanding of climate science and, therefore, may be hesitant to teach it. Administrations will need to offer the time and resources for teachers to take advantage of professional development opportunities on the subject to improve their confidence and effectiveness in teaching the topic.

• Climate change has become a politically and socially charged topic. Misinformation and differing opinions can make it a sensitive subject to approach in the classroom. Developing and disseminating high-quality, engaging, and scientifically accurate educational materials can support teachers and help captivate students. This includes interactive resources, digital tools, and project-based learning opportunities. Resources where students use evidence to then draw their own conclusions is strongest. Encouraging critical thinking and open discussion about climate change can help address misinformation and controversy. Teaching students to analyze sources critically and engage in respectful debate is key.

• There is an endless amount of climate change resources available on the internet but the challenge is wading through them all to find ones that align to the standards you need to teach to and that are of sufficient quality.

• Climate change can be an overwhelming and distressing topic for students. To help avoid this, incorporate into your lessons the good news, the solutions, and the success stories that are happening (they are out there!). Teach them what actions they can take and engage them in local environmental projects in order to empower students and foster a sense of control and agency.

• Involving the wider school community and parents in climate education can reinforce learning and broaden the impact. Community projects, events, and education sessions can build a supportive network for climate education.

 Incorporating climate change education into schools effectively requires systemic changes in curriculum design, teacher training, and resource allocation. It also demands a sensitive approach to handling the emotional and psychological impacts of climate change on students, ensuring that education empowers them to be informed, engaged, and hopeful citizens.

 3)    What are some key elements to have in quality climate change education?

 Good climate change educational resources are characterized by several key elements that enhance learning and engagement. Firstly, they are scientifically accurate, providing up-to-date information based on current research and consensus within the scientific community. These resources also present information in an accessible and engaging manner, incorporating interactive elements such as multimedia, games, and simulations to cater to different learning styles. They emphasize the interconnectedness of climate change with other topics, such as economics, social justice, and technology, encouraging a multidisciplinary approach to understanding and addressing the issue. Importantly, effective resources foster critical thinking and problem-solving skills, enabling students to analyze information, question assumptions, and consider various perspectives. Additionally, they highlight actionable steps and positive examples of mitigation and adaptation, inspiring hope and empowering learners to contribute to solutions. Finally, good educational materials are inclusive, reflecting diverse voices and experiences, and are adaptable to different educational settings and age groups, ensuring broad accessibility and relevance.

 4)    Can share some information about eco-anxiety, particularly its prevalence among young people?

 Eco-anxiety is the distress felt over environmental destruction, notably prevalent among young people concerned about climate change's future impacts. Studies show a significant number of youths worldwide are affected, experiencing anxiety and helplessness due to the environmental crisis. (1)

 To combat eco-anxiety, experts recommend action-based strategies and education. (2) Engaging in environmental activism, community initiatives, and sustainable practices offers a sense of agency. Education should highlight climate solutions and resilience, empowering individuals. Connecting with nature is also vital, as it improves well-being and motivates environmental protection. Psychological support tailored to eco-grief and strategies for open discussions about climate change's emotional effects can aid in managing eco-anxiety. These approaches foster a collective, proactive stance towards environmental challenges, providing hope and direction in the face of ecological concerns.

 5) How significant are individual actions in mitigating climate change, and can they be impactful without extreme lifestyle changes? 

 Research is showing that if people in wealthier, high consuming countries, like the US, made six relatively straightforward lifestyle tweaks, then we could cut global emissions by 25-27%. (3,4) This accounts for the over a quarter of the greenhouse gas emissions reductions required to keep the global heating down to 1.5C above pre-industrial levels- which is what we really want to aim for.

 The six categories of action are:

• Eating a more plant-based diet

• Reducing food waste

• Buying less

• Greening your transport

• Increasing efficiencies in your home

• Pushing for systemic change

 Yes, governments and industries are still responsible for most of the actions needed, but individuals are not powerless and are needed to get 100% of the way there. Besides, governments and industries are more likely to act on things we are demanding in one way or another.

 6) What gives you hope for the future of our children in terms of environmental preservation?

I have hope for our future for a number of reasons: 1) Environmental issues, and especially climate change, have never been more talked about than they are now. People are more aware of the crises that are facing the world and are willing to make choices that are more beneficial to the environmental or social causes. 2) Ecoanxiety may be most prevalent among youth but so is activism. The determination of the younger generations to make change is so inspiring. 3) Through my podcast, Forces for Nature, I speak with people who are doing great things for animals and the environment. The show focuses on the success stories and the solutions out there. Gloom and doom are what makes the news so it’s easy for us to get disparaged and think that it’s all going downhill. It’s not. There are awe-inspiring people doing amazing work. They all give me hope.

 References

1. Hickman, C., Marks, E., Pihkala, P., Clayton, S., Lewandowski, R. E., Mayall, E. E., Wray, B., Mellor, C., & van Susteren, L. (2021). Climate anxiety in children and young people and their beliefs about government responses to climate change: A global survey. The Lancet Planetary Health, 5(12). https://doi.org/10.1016/s2542-5196(21)00278-3

2. Schwartz, S. E., Benoit, L., Clayton, S., Parnes, M. F., Swenson, L., & Lowe, S. R. (2022). Climate change anxiety and mental health: Environmental activism as Buffer. Current Psychology, 42(20), 16708–16721. https://doi.org/10.1007/s12144-022-02735-6

3.  C40, Arup, and the University of Leeds (June 2019). The Future of Urban Consumption in a 1.5°C World. ARUP. https://www.arup.com/perspectives/publications/research/section/the-future-of-urban-consumption-in-a-1-5c-world

4.  Project Drawdown (n.d.). Table of Solutions. https://drawdown.org/solutions/table-of-solutions