By Ashira Morris for Reasons to be Cheerful.
Broadcast version by Eric Tegethoff for Washington News Service reporting for the Solutions Journalism Network-Public News Service Collaboration

In science teacher Ali Coker’s sophomore biology class, students became farming activists attending a G7 summit. Coker wove in facts about food insecurity, and by the end of the week, her pupils were writing plans for local crops. The role play was all part of a lesson on food justice and the impacts of climate change on agriculture in the state of Washington, where Coker teaches at Camas High School.

Though Camas High is in a semi-rural region of the state, the topics were new to her students. Still, Coker says, she saw the exercise “activated something inside of them.”

She crafted the lesson based on a year of professional development with Washington state’s ClimeTime. The state education program helps high school teachers introduce climate change and environmental justice into their classrooms by focusing on how the issues are playing out in their backyards. Through seminars and in-person sessions, teachers (who participate voluntarily) become the students — soaking up knowledge from climate scientists, activists and science education professors. 

Before enrolling, Coker says, “I honestly didn’t know what climate justice even meant. I knew about climate change from a scientific perspective. But then learning about the societal systems that go along with that and how different groups of people are impacted disproportionately by climate change — it was a really eye-opening experience.”

With ClimeTime, Washington is the first state in the US to explicitly put money toward K-12 climate change education. But nationally, at least 11 states have pending bills related to climate change education, according to the Campaign for Climate Literacy. Experts say preparing teachers will be key to successful implementation. Washington offers a model for how to fund and carry out that professional development. 

Keeping up with the information

There is no federal mandate to teach climate change, but Washington state follows the Next Generation Science Standards, which has climate science learning benchmarks like monitoring human impact on the environment and connecting climate change to availability of natural resources that teachers must cover. A national assessment of climate education gave the national standards a B+ grade on addressing climate change.

But Washington Gov. Jay Inslee — who has been in office since 2013 and made climate change a central issue — wanted to expand the state’s capability to teach climate topics to students, says Ellen Ebert, Washington’s director of secondary content who started the ClimeTime work. 

Meetings with science education leaders eventually led to state legislators approving $4 million per year starting in 2018-19. Going forward, the funding is one of the many items that must be approved as part of the state’s biennial budget, but it was renewed in 2021 at $3 million annually. It will be in front of legislators again in March. (The funding is shared between the state’s K-12 education network and nonprofit community-based partners working in the climate space.) All resources created with the state dollars are shared on an open education platform — nothing is proprietary. 

ClimeTime’s programs have been successful at boosting teacher confidence on climate topics: Of the nearly 1,000 educators who participated in programming during the 2021-22 school year, 98 percent agreed or strongly agreed that it prepared them with the necessary skills to try something new or different in their professional practice.

The climate justice series Coker participated in started in southwest Washington; in 2022, it expanded statewide. The popular STEM Seminars brings local scientists and other climate leaders to speak with teachers. Coker attended one about flooding in Kelso, which is about 50 miles up the Columbia River from Camas High. Organizers have also brought in researchers from the University of Washington’s Climate Impacts Group, which collects and disseminates local climate data such as changes in streamflow, snow pack temperature increases, and length of heat waves. 

“A lot of the information that’s available now didn’t exist five years ago, 10 years ago,” says Ebert. “So how is the teacher supposed to keep up with all of the information? When we present it this way, they develop their own toolboxes — and then that’s what they bring back to their colleagues in their schools.”

Coker has stayed involved, helping develop lesson plans and resources to share with other teachers. “I just feel much more supported doing this work,” she says. 

Centering teachers, local impacts

Another key to ClimeTime’s success is its ability to connect climate change impacts to teachers’ and student’s daily lives. 

“One of our most important learnings about creating programs and offerings for teachers with the idea of impacting classroom learning is that it has to be local and relevant,” says Stacy Meyer, a regional science coordinator. “Washington, like many other states, has an incredible amount of diversity just in terms of the landscape and the ecosystems. But that also plays out in terms of political climates and the types of issues that are going to resonate in a particular community.”

In Meyer’s district alone, the terrain ranges from the Pacific coast to the Columbia River Gorge to the Mount St. Helens area. There are large urban centers around Vancouver and rural, agricultural areas, some along the coast, and some up in the forested mountains areas.

She helped organize STEM Seminars on coastal hazards along the ocean, on wildfires in the part of the gorge that had recently suffered through the Eagle Creek fires, and on agriculture in an area full of vineyards. 

People working closely with the program also cite its localized approach with keeping political pushback out at bay. 

Many teachers recognize challenges in talking about climate change in their community but report that the ClimeTime program has given them tools to feel more confident in navigating those conversations, Meyer says.

It also acknowledges the lived experience of students and their families, whether it’s the impacts of poor air quality or changes in agriculture patterns. This is especially true for the ways that climate change and social justice intersect, says Becky Bronstein, a program manager for the nonprofit EarthGen. The organization collaborates with the schools on programming, including the climate justice one that Coker completed. 

“It’s quite evident that in the communities we work with, they are dealing with these issues, their students are dealing with these issues,” Bronstein says. “It’s front of mind and impactful for their livelihoods, for their ability to teach and to learn in a safe and healthy place.”

Climate hope, not climate anxiety

The local focus also helps teachers approach climate change in a way that shows local solutions. For Aubrey Wilson, a science teacher at Wy’east Middle School in Vancouver, ClimeTime has helped her present climate change in a way that makes it relevant to the students, explaining how it’s impacting their local environments — and examples of how local activists are working to take on the problem.

After participating in the climate justice series, Wilson updated her lesson planning to map out her units through the lens of identity, diversity, justice and action. For a recent lesson on the heat island effect, she used data from an actual study of temperatures in the area to show how richer, greener neighborhoods experience lower temperatures than poorer areas with more cement. She then tasked students with designing a city program to build energy-saving homes for unhoused people. 

“Education is an incredible way to combat climate change and issues associated with social injustice,” Bronstein says. “Ensuring that people have the knowledge and understanding of what’s happening is the first step for them to take action. So it’s really important for them to receive that information in a thoughtful way that’s empowering, that gives them agency.”

In the national assessment of climate change education, a lack of opportunities to teach hope was one of the primary critiques of programs that got the climate science right. ClimeTime guides teachers toward presenting opportunities for students to take action based on what they learn.

“We know that if teachers are not very intentional about how they teach about climate change and climate justice that it can lead to climate anxiety, climate grief,” Ebert says. “So we very intentionally wanted teachers to go into this work with a lens of supporting students in feeling empowered — and developing an understanding that action is necessary to feel empowered.”

Ashira Morris wrote this article for Reasons to be Cheerful.


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Across Pennsylvania and other northern U.S. states, climate change -- from burning oil, coal and methane gas -- is increasing the number of winter days with minimum temperatures above freezing.

The phenomenon is known as "lost winter" and a Climate Shift Index analysis of temperatures showed more than 60% of 28 snow belt states are having at least one additional week of days above freezing.

Shel Winkely, a meteorologist and weather and climate engagement specialist for Climate Central, said winter weather will not be as cold for as long as it used to be.

"Temperatures that are below freezing -- so, 32 degrees Fahrenheit, or zero degrees Celsius -- those are important days," Winkely explained. "We found out how many days climate change has taken away overnight lows that are at or below the freezing temperature."

Winkley pointed out when you look at the 30-year average of snowfall for Pennsylvania, cities like Philadelphia now have only a 9% chance of seeing a white Christmas, with Pittsburgh faring a bit better at about 31%.

Winkley emphasized the loss of cold winter days can negatively affect some regions that depend economically on winter sports for recreation and tourism income. He added lost winter days can also contribute to a smaller snowpack, meaning less spring-melt water is available for municipal systems or agricultural operations.

"On the whole, the state, when you take the average over this decade -- again, 2014 to 2023 -- climate change added about 10 days per year above 32 degrees or so above freezing," Winkley reported.

Winkley noted the report does not mean winters are going away but the warming climate is making winters shorter and less intense.

"This doesn't mean that there's not cold, or that we're losing all of the cold," Winkley stressed. "We still have cold that is to be found. It just means that we're losing those classic winters. This isn't the winters that our parents experienced or that our grandparents experienced."


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By Ysabelle Kempe for Smart Cities Dive.
Broadcast version by Freda Ross for Texas News Service reporting for the Solutions Journalism Network-Public News Service Collaboration

Lately, the city of Dallas has been hearing from local leaders across the U.S. and as far as London, England, said Rosana Savcic, a division manager in the city's code compliance department. What has caught their attention? A city policy that took effect in 2017 requiring landlords to provide working air conditioning equipment.

More cities are looking into establishing a renter's right to cooling equipment as climate change drives record-breaking temperatures across the world. Such rules codify tenants' right to housing that can be cooled to a specific maximum indoor temperature, a number that varies from jurisdiction to jurisdiction. Tenants may still be on the hook for their energy bills, however.

Right now, cities that require landlords to provide AC systems are the exception, not the rule, says V. Kelly Turner, a heat policy researcher and associate director of the University of California, Los Angeles' Luskin Center for Innovation.

That may be changing. Montgomery County, Maryland, passed a first-in-the-region law in 2020 requiring many landlords to provide AC equipment capable of cooling units to at least 80 degrees Fahrenheit from June through September. A 2022 Chicago law requires some large residential buildings or buildings for older people to provide AC in common spaces when the outdoor heat index exceeds 80 F. A New Orleans rule went into effect this year mandating AC equipment that can cool bedrooms to at least 80 F.

In New York City's sustainability plan, the nation's largest city indicates its intention to develop a summer indoor maximum temperature policy by 2030. In July, a NYC council member introduced legislation that would require landlords to provide AC equipment in the summer. Los Angeles County officials are in the early stages of developing a similar policy.

The case for cooling

The trend toward cooling requirements is part of a broader recognition that climate change necessitates new protections and policies, experts say.

"What we're learning is we have to develop policies specific to the issue of heat," said Ashley Ward, director of Duke University's Heat Policy Innovation Hub. In addition to rental cooling standards, heat-specific policy needs include worker protections and universal cooling for schools and prisons, Ward notes.

The major challenge proponents of rental cooling standards need to overcome, Ward says, is the public perception that air conditioning is a luxury, not a necessity. That perception "is why we can justify not having air conditioning in prisons. Forty percent of our schools in the U.S. have inadequate HVAC," Ward said. But as heat records get broken again and again, and heat-related deaths escalate, proponents see policymaker attitudes shifting.

Limitations of right-to-cooling policies

While rental cooling standards may be a step toward addressing urban heat impacts on residents, these policies aren't perfect solutions, Ward said.

Even if lower-income renters have AC equipment, they might not turn it on for fear of high energy bills. That's why some experts have urged states and cities to complement rental cooling standards with utility bill assistance programs that take cooling needs into account. States typically use much more of the federal Low Income Home Energy Assistance Program to help people with heating rather than cooling bills. And while the need for support is growing, the pot of available LIHEAP funding shrank from $6.1 billion in fiscal year 2023 to $4.1 billion in fiscal year 2024, according to a June report from the National Energy Assistance Directors Association and Center for Energy Poverty and Climate.

Cities need to start monitoring low-income households' ability to pay for cooling, Turner said in an email. That data could build a case for better supporting cooling through subsidy programs like LIHEAP.

Utilities can also help make cooling more affordable, explained Gregory Pierce, research and co-executive director of UCLA's Luskin Center and an associate professor of urban planning. State public utilities commissions can play a big role in imposing or encouraging utility-run energy affordability programs, but cities can pitch in on the effort, too, such as by collaborating with utilities on programs that make baseline amounts of energy more affordable for people, Turner said.

Tiered payment programs, for example, charge those who use a lot of electricity a higher rate than those who use less. Hotter weather, however, might mean those tiers need to be adjusted, so that the most affordable tier accounts for the amount of energy needed to cool the typical home, Pierce said.

"Not a lot of utilities have, I think, adjusted those tiers accordingly yet to account for AC, much less electrification," he said.

Any equity-oriented program must involve listening to community members about their specific struggles, Turner added. "There may be solutions we don't even know to think about because we need to hear from those that would be facing those tough choices," such as between turning on the AC and putting food on the table, she said.

Rental cooling standards also present other challenges. Cash-strapped landlords may struggle to undertake complex, expensive retrofits. Waste heat that AC equipment generates increases the urban heat island effect, and adding cooling equipment to buildings can drive up greenhouse gas emissions - although heat pumps allow building owners to simultaneously offer cooling and potentially replace fossil fuel-powered HVAC equipment.

How low should cities go?

Then there's the question of what cities should set as the maximum temperature in rental housing. Dallas' rule requires AC equipment that can keep rooms at least 15 degrees cooler than the outdoor temperature, with a maximum temperature threshold of 85 F. That means that even if it's 105 degrees outside, rental housing must be equipped to stay at 85 F or cooler.

Ward thinks cities should set the maximum temperature lower. She cites 73 F as the threshold for a good night's sleep and recovery. She recommends cities set a maximum temperature around 76 F, since fans can help bring the temperature down another couple of degrees.

However, over-debating the exact maximum temperature can stifle productive policymaking, Turner warned. She said she'd rather set the maximum temperature at 80 F and start a conversation about what it will take to implement the policy, including developing a complaint-reporting process and finding funding.

"To some degree, the question isn't, 'Can we get exactly [the right] temperature?' The question is, 'Can we get something on the books to at least give people a fighting chance of having a safe thermal environment?'" she said. "Once we do that, we can start to tinker."


Ysabelle Kempe wrote this article for Smart Cities Dive.


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Three environmental nonprofits filed suit Wednesday against the California Air Resources Board to oppose the expansion of a program allowing oil and gas companies to offset their pollution by buying credits from huge farms producing natural gas from animal waste.

Last month, the state amended the low carbon fuel standard to expand credits favoring biogas, arguing it removes methane from the waste stream and creates renewable power.

Tyler Lobdell, staff attorney for the nonprofit co-plaintiff Food and Water Watch, said the program is actually a perverse incentive for factory farms to get bigger.

"The biggest operators, the biggest polluters, are the most rewarded," Lobdell pointed out. "That is the incentive structure here. Go out and be as big and as polluting as possible, and you will see the largest reward from our program."

The low carbon fuel standard is intended to reduce carbon pollution by incentivizing the transition to clean cars. The lawsuit argued the credit program prioritizes pollution-heavy practices over sustainable solutions.

Lobdell noted manure only produces methane when large quantities are liquefied at concentrated animal feeding operations. He suggested the state require factory farms to manage their manure in ways which do not rely on anaerobic environments emitting methane.

"The real solution to addressing pollution is to reduce the pollution, not to monetize it and lock it in for generations," Lobdell contended. "We should be requiring these facilities to more sustainably manage their waste. That would have climate benefits, that would also have benefits to local air quality and to local water quality."

The lawsuit asks the court to require the California Air Resources Board to disclose, analyze and mitigate the environmental impact caused by the change to the low-carbon fuel standard. The other two plaintiffs include the nonprofits Defensores del Valle Central para el Aire y Agua Limpio, and the Animal Legal Defense Fund.


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