But what exactly is “climate literacy”? What are the ABCs, grammar and vocabulary of climate change?
The United Nations and other major world organizations have identified education at all levels and across sectors as a key strategy to combat the climate crisis. The world is experiencing a historically rapid transition to clean energy and sustainable infrastructure, and the workforce is hungry for people with the skills to do the necessary climate mitigation and adaptation work. Communities also need empowered citizens to oppose fossil fuel interests. But currently, few states have comprehensive climate education, and those that do exist are mostly limited to science classes, lacking areas such as justice and solutions.
Colorado’s Seal on Climate Literacy, which high school graduates can earn through a combination of coursework and out-of-school projects, is one attempt to build support for more inclusive climate education. Another attempt was exhibited in late September. The U.S. Global Change Research Program, with collaboration from agencies such as the State Department, NASA, and the Department of Transportation, released a document called “Climate Literacy: Essential Principles for Understanding and Addressing Climate Change.”
The definition of climate literacy that the authors arrived at after 21 months of research includes eight key principles, summarized here.
How we know: Climate science, interdisciplinary observations and modeling Climate change: Greenhouse gases shape the Earth’s climate Causes: Burning fossil fuels and other human activities Impacts: Threats to human livelihoods and ecosystems Equity: Climate justice Adaptation: Social, built and natural environments Mitigation: Reducing emissions to net zero by 2050 Hope and urgency: “Rapid, just and transformative climate action to make life more livable for all” A sustainable future is possible.”
During New York City’s Climate Week, dozens of educators gathered in the basement beneath the marble Museum of the American Indian in downtown Manhattan to hear about the new guide. Standing at the front of the room was Frank Niepold of the National Oceanic and Atmospheric Administration. He has worked in climate education within the federal government for 30 years and has been more committed to seeing this work see the light of day than anyone else. “This is a guide for educators, communicators and decision makers,” he said. “We’re not just talking to teachers in the classroom.”
This guide is technically the third edition. The first one appeared in 2008 during the George W. Bush administration. It was rapidly updated in 2009 when President Barack Obama took office. Then the Trump administration came along and, in Niepold’s words, the idea was, “Let’s not try to do this really complicated thing at the time.” After Joe Biden was elected president, efforts resumed, many new staff members who joined as part of the Inflation Control Act provided input into the new guide, and now here we are.
Niepold said our collective understanding of both problems and solutions has evolved significantly since the 2000s. “Previously, this document was called ‘Essential Principles of Climate Science Literacy,'” he says. “We knew that was too narrow. We wanted something that would move users to action, not just promote understanding.”
Still, early versions of this document were influential, influencing the next generation of science standards, some versions of which are now used in 48 states. Previous guides have also been incorporated into K-12 and university curricula, as well as exhibits in museums and parks.
With the new edition, Niepold expects an even bigger impact. This guide is unusually clear and accessible for a government report. The pages are laid out like a textbook, with artwork depicting some of the core themes of climate literacy defined in the report, such as climate justice and traditional and indigenous knowledge. (the plural s is intentional).
“Success means revitalization across all forms of education, at all levels, and across all disciplines,” in the United States and beyond, Niepold said. He would like to see more prominent NGOs make climate education part of their mission, such as the Aspen Institute’s Planet Ed, where I am an advisor.
Niepold hopes that community-based climate efforts are serious about public communication and workforce development, and that media coverage promotes a holistic picture of climate literacy. “Success is when people understand and address[climate change]no matter where they come from.”
His concerns are similar to those of Colorado State’s Aisha O’Neal. Young people are currently learning about climate change primarily through the media, and in ways that are less solution-oriented, emotionally sustaining, and trauma-informed. “There’s a good chance you’ll be blind,” Niepold said. Therefore, the eighth principle of the guidelines combines urgency with hope. O’Neill said:
“Being taught about problems in a solution-focused way tells our young people that they can be part of progress and that the world is not doomed.”
It takes time to upgrade your lessons to fit the current moment. Even in New Jersey, known for leading the nation in comprehensive state-level climate education standards, teachers share concerns about a lack of implementation and training resources. Mary Sewell of Lila, an organization that campaigned for climate literacy stickers in Colorado, said her group wanted to take a grassroots, student-led approach. “We want to demonstrate demand. What the seals are really doing is creating opportunities for youth to direct their own learning.”
To earn the Seal of Climate Literacy, Colorado students must take at least one science class in high school (currently this is not a general graduation requirement) and meet climate literacy principles. You must take at least one course. You will also need to do some learning or activities outside of school. “This is an opt-in,” said Colorado Sen. Chris Hansen, a co-sponsor of the bill. “The state can’t tell school districts what classes to offer. This is for districts that want something that’s easily recognizable both inside and outside the state.”
O’Neal, now a freshman at the University of Colorado Boulder, said it’s a good start. Her student group at the university is campaigning for new state curriculum standards. “This is the only logical next move,” she said. Climate Seal Literacy encourages climate change learning, but “everyone needs to be educated, not just those who go out of their way.”
O’Neal believes guidance from debate coaches and state legislators could help students, especially those who have had to figure out climate action on their own. As an example, Planet Ed just released the Youth Climate Action Guide in collaboration with The Nature Conservancy, which addresses many areas of climate literacy, from mitigation to adaptation to justice.
“In an ideal world, I think we would be able to learn how climate affects every element of our lives,” O’Neill said. “It’s not just about the science, it’s about social justice. The policy positions that created it and the policies that can get us out of it. My goal now is to teach my students that they’re not afraid of the climate crisis. “It’s about making people feel empowered by the climate crisis.”
Contact this article’s editor, Caroline Preston, at 212-870-8965 or preston@hechingerreport.org.
