LEADING TOGETHER FOR A SUSTAINABLE FUTURE
BY SARAH LOWES E
ducation plays a critical role in helping societies and economies transition to carbon neutrality and build resilience. Indigenous communities, marginalized pop-
ulations, and future generations – those who have contributed the least to the climate cri- sis – will and are feeling the impacts dispro- portionately. Today, many young people feel overwhelmed by the state of the world they are inheriting. Research shows that nearly 80 per cent of young Canadians aged 16-25 report that climate change negatively affects their mental health. Young people are calling for education
that goes beyond the scientific facts of cli- mate change to focus on solutions-based, hands-on learning. As educators, we have a responsibility to equip the next generation with not only the knowledge but also the agency to address the climate crisis in mean- ingful ways. It is essential to provide hope, foster resilience, and focus on solutions- based education to counteract the negative mental health impacts of climate change. So, how can educators teach about climate jus- tice while giving students the tools to build a sustainable and equitable future?
CREATING A CLIMATE-CENTRED CLASSROOM
Did you know that quality climate education can have similar carbon-emission reduction effects as large-scale mitigation strategies, such as rooſtop solar panels or electric ve- hicles? Creating a climate-centred classroom requires an integrated, critical, experiential approach that allows youth to practice sus- tainability and activism. Climate change is oſten isolated within the science curriculum, sometimes limited to just solitary units de- spite language regularly cueing us to assess the human impacts on the environment. While understanding the science of climate change, resource use and greenhouse gas emissions is crucial, other subjects also pro- vide valuable opportunities to engage with climate action in meaningful ways.
➔ ELEMENTARY TEACHERS’ FEDERATION OF ONTARIO 21
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