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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Military veterans and lawmakers say investing in the clean-energy economy with Inflation Reduction Act funds is the way forward to combat climate change and bolster national security.

Stephanie Kifowit, D-Oswego, attended the Elected Officials to Protect America's annual Climate Emergency and Energy Security Summit in Washington D.C. last week and said Illinois has a strong agricultural economy that is jeopardized by a number of environmental threats. Kifowit says she is honored to have participated in the summit where she was able to collaborate on strategies to address climate change and promote energy independence.

"What we are looking at here is reducing energy costs, good-paying jobs and small-business support. And in Illinois we are focusing on electric vehicles to make sure that we have the charging stations, the battery storage that we need and the partnership between the state and the functional federal government," she said.

Kifowit says in 2021, the state of Illinois passed the Reimagining Energy and Vehicles Act that strives to make Illinois a hub for electric vehicles and battery production. She says the state is also looking at what she calls "all types of renewable energy," including wind, solar and nuclear, to ensure a better tomorrow for future generations.

Alex Cornell du Houx, president and co-founder of Elected Officials to Protect America, is a also former Maine state representative and Marine combat veteran. He said people in the military realize that the climate crisis is what he considers a "threat multiplier," driving instability and increasing climate-fueled issues in the U.S. He said by leveraging IRA funds to invest in the clean-energy economy, he United States will be more self-reliant.

"We can get to 48% to 43% reduction in carbon pollution by 2030 with the Inflation Reduction Act as long as we implement it well. And the next 10% or so can be done through rulemaking, so ensuring clean-car standards and EPA standards. It's actually an extremely attainable goal that we can do this."

du Houx added it is vital to also make sure marginalized and disadvantaged communities, which are often disproportionately impacted by climate change, are informed about the federal investments available through the Justice40 Initiative.

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Community groups across Maine are helping small towns with fewer resources better prepare for the growing threat of climate change.

They are conducting energy audits to help towns save money and implement renewable energy projects, including off-grid emergency shelters.

Scott Vlaun, executive director of the Center for an Ecology-Based Economy, said his group is working with the town of Norway to assess infrastructure potentially vulnerable to extreme weather events like the devastating floods last spring.

"This work will help us share what one town learned with other towns," Vlaun explained. "And help the towns get their own plans in place."

Vlaun pointed out stream crossings and road culverts are especially vulnerable to flood damage, resulting in costly repairs. He emphasized the goal is to create templates for climate resilience, which can be shared statewide.

Maine, like the rest of New England, is warming faster than the rest of the country while also experiencing a higher rate of extreme downpours.

Vlaun said building the climate resiliency of Maine's rural towns may seem like a small step but it is part of a growing nationwide movement to prepare for climate change, and the federal government's efforts to fund it.

"Our goal out here is, we have so many under-resourced communities in western Maine that we want to make sure that our communities get the fair share of these energy dollars and other climate resilience money that's coming," Vlaun outlined.

Vlaun added some of the funds should go toward repairing and reinforcing outdated electrical infrastructure in rural areas highly susceptible to power outages. The state is also kicking in funding to address those needs through its Community Resilience Partnership, which is part of the state's four-year climate plan.


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New research found natural disasters and pollution linked to climate change are contributing factors to high rates of anxiety and depression among young people.

Researchers from San Francisco-based Hopelab consulted experts and interviewed youth climate activists to determine how climate effects like wildfire, extreme heat, drought, flooding, and air pollution are affecting young people's mental health.

Emma Bruehlman-Senecal, research lead for Hopelab, is the author of the group's Climate Generation blog.

"We are focusing on climate change because Hopelab's mission is to support the mental well-being of young people, particularly those from communities that have been underinvested in," Bruehlman-Senecal explained. "It's clear that climate change is deeply impacting youth mental health, particularly the well-being of youth of color."

Hopelab's findings recommended more funding for youth-led activism but also to make mental health services more accessible by locating them in places where young people spend time, such as schools and community centers.

Another Bay Area nonprofit, YouthTruth, paired up with the Sonoma County Office of Education to survey students over the past eight years.

Jessica Progulske, YouthTruth lead for the county, said after 2017, when thousands of homes burned down in a series of wildfires, reports of depression and anxiety shot up.

"Some of the early research around resiliency indicates that the ability to do something about it, as a student, has the potential to offset some of the later health risks associated with childhood adversity," Progulske noted. "In spite of climate change and climate anxiety and dread that comes with it."

The Sonoma County Office of Education launched the

Environmental Justice Coalition, which partners groups of students with a mentor to work on local environmental issues.

Jimmy Simpson Jr., director of partnerships for YouthTruth, said the disruption of the wildfires, followed by COVID, took a toll early on.

"There was a definite correlation between students significantly impacted, relating to less positive perceptions around engagement in school," Simpson reported. "As well as their sense of belonging, and academics."

More recent surveys showed while the immediate effects of the firestorm have lessened, episodes of anxiety and depression continue to affect school performance.

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