Thank you, Joni, for helping me remember to share the link to the October 2022 STEMTLnet theme: Building Resilience for the Climate Anxious Generation!

Hi, Jay!

Thanks for your post - it has definitely been a learning journey to think about how to teach such a politicized climate in my context, a "town and gown" county in the Midwest's Rust Belt where political discourse mirrors that of the US at large.

Data from my home state suggest that people in our state are likely to *privately* agree that climate change is human-caused, currently happening, and a threat to our state. However, folks are still hesitant to express their knowledge in public forums or community spaces like the grocery store or church hall. Farmers won't use the phrase "climate change," but they WILL speak clearly and plainly about changes in growing seasons that are already negatively impacting their livelihoods. So part of what we must do, as climate-forward educators, is help students practice talking about climate change in public and in community. That's an important first step where I live!

As to your question -- what can teachers do if they are still meeting pushback from educational stakeholders about teaching climate change? -- I have several thoughts:

• First, sometimes specific language matters quite a bit, but sometimes it's very persuasive to "talk around" important vocabulary. In some schools in my state, using words like equity and diversity can be polarizing and divisive... but we have a whole state framework, including mandated reporting around bullying. Similarly, we can talk about environmental change, particularly when we compare records of the past to now.
• Next, many of us have had great success in starting with students exploring data first, then drawing conclusions. If you put students knowingly into the roles of climate scientists, then have them do the same types of thinking that climate scientists do (with appropriate scaffolding), they're much more likely to see climate research as credible and valid.
• Last, we must teach with strategies to acknowledge and engage climate anxiety (and resilience!) at the forefront of our teaching practice. Students -- and families and caregivers! -- can easily become discouraged and disengage when the immediate and dire nature of climate change is on the table. Several good friends recently hosted a webinar panel here on STEMTLnet about climate anxiety, including some great ideas for what teachers and other adults can do. You can find the synthesis brief of that conversation at this link; it's full of WONDERFUL stuff.

I'm curious to hear from other folks as well -- what can teachers do if they meet community, family, or student pushback about teaching about climate and environmental change?

:) Kirstin

Bradford!! Why hello there!!

I think a lot of us have been on this journey -- and I think the puzzle of how to help authentically do "solutions" within state and local classroom standards is a tricky (but rewarding!) one. I was inspired by bio teacher Jon Darkow's story of using computer simulations as a starting place; folks can read his story here!

Thanks, friend,

:) Kirstin

Thank you, Elegan!

I'm glad you bring up DEI work, as teaching climate and environmental change most powerful involves a climate justice lens. In one of my other roles in our school, I'm the facilitator of our student anti-bias group. One thing we've tried hard to do is give students avenues to feel like they are actively steering -- whether that's a youth participatory action research project, a Q and A with community members, or writing up what they've learned for a wider audience. Data on underrepresentation is important and upsetting (and should be!) -- but without a lever that students can help to pull (or create in the first place!), I agree that it can be easy to disengage as a form of self-protection. I'm definitely still figuring it out.

Here's to all of us getting better at finding agency for and with our kids! :) Kirstin

Hi Stephen - this is wonderful!! So glad to have gotten to connect on here and to get to see the variety of projects you all are working on over there. :) Kirstin

Thank you, Jodi! I feel REALLY fortunate that my students have worked together with me to build them :)

Thank you, Jerod! I feel fortunate that students have worked with me through all these years to develop the program. This was the first year we've done a service learning trip managing invasive species, and so many students felt deeply engaged -- it really helped me see how much that part matters!! :) Kirstin

Hi Margo - that is a great idea!

Here are links to the simulations:

• PhET Greenhouse effect simulation (we use the browser-compatable version)
• my friend Jon Darkow's excellent collection of biology teaching simulations
  • and an article he wrote about why they are so important in climate resilience education
• En-ROADS climate simulation

And here is a link to my AP Bio ecology unit plan!

:) Kirstin

Hi there, Yevgeny!

My Earth and space science class, which isn't featured in this story, has a whole semester based on weather and climate! We are piloting some beautiful NGSS-aligned resources on engineering in the climate space this winter, but they're brand-new so I can't yet share them.

What I can say is that one of my favorite sequences for helping introductory science students think about climate involves using the website for Project Drawdown and the En-ROADS climate simulation together. I also helped write the curriculum guide for HOW TO CHANGE EVERYTHING, both of which feature additional ideas for middle-grade learners in addition to how to use En-ROADS and Drawdown in a powerful combination.

:) Kirstin

Thank you - this means a lot. :) Kirstin

Hi Andrew,

Yes, and it's a commitment to the long haul, too. That's why I've been experimenting with climate-themed resources through the year of AP Bio, rather than just in the ecology unit - so students can see it's not just one-and-done!

:) Kirstin

No, not yet! That is a cool idea. I'm also really excited about leaning into the UN Sustainability Goals - they've got some cool resources for teachers of students of all ages! :) Kirstin

Thank you, Flo! That acknowledgement is so important, especially (in my experience) in the post-quarantine classroom. We need more shared language for difficult feelings to work collectively to address these problems! ... and I have learned anger can be useful, as can grief. Those two are emotions I am still learning about, even this far along. :) Kirstin