Anne Podlipny lives in Chester.
In the summer of 2023, 40 teachers from New York gathered for a four-day training session. The aim was to expose educators to the topic of climate literacy and enable them to incorporate it into their lesson plans. This is clear evidence that climate education has become a reality, 50 years after Earth Day first championed the idea. There is growing momentum in other states to take up the cause.
Why do we need climate education? Because it provides students with the scientific foundations that are key to understanding climate change and developing solutions. You also have the potential for a career in the clean energy industry. Developing mitigation and adaptation solutions will require a growing field of scientists, engineers, and researchers.
The N.H. State Legislature is scheduled to consider a resolution (HR 30) this week that would prioritize climate education in high school curricula. As a former educator, I have great respect for curious students who seek to incorporate challenging subjects into their coursework to enrich their learning. At this critical time, what knowledge could be more important than understanding the root causes of climate change and its impact on the very world our students will inherit?
I have lived in Chester for many years. Five years ago, I proposed a writ clause resolution in support of honoring Indigenous Peoples Day. The town approved the project after hearing testimony from a high school student who took to the stage to teach students like me all the facts about Columbus' history.
“Ignorance is not happiness,” he argued. Just against it. Not being well-informed or wearing a uniform was a huge disadvantage for him. I needed complete information to make decisions, analyze data, and think critically. His demands ignited the community and the resolution passed overwhelmingly.
The same applies to the climate debate. As students face an increasingly unpredictable environmental future, the more science-based data they receive, the more informed they will be and the less likely they are to experience feelings of helplessness and hopelessness. It will be lower. Instead, they are more likely to adopt the mantra of “roll up your sleeves, don't raise your hands.”
I have witnessed impressive results when students develop resources for civic engagement. Their knowledge builds effective communication skills and confidence. Whether it's extreme weather events or environmental justice issues in their communities, students share their lived experiences with each other and together they create a vibrant youth group.
I see students grow as they share information. They write articles for newspapers, talk to local civic groups and state legislators, write petitions, and request meetings with the governor. Clearly, elected officials are working hard on the environment, whether it's reducing plastic in school cafeterias, composting cafeteria waste, beach cleanups, water monitoring and testing, or rallying to protect New Hampshire's natural resources. I highly value students who passionately advocate issues.
Combining facts and passion gives students a sense of purpose, and growing interest in climate literacy and climate action shows a commitment to something bigger than themselves. HR 30 offers students a unique opportunity to participate in an important movement for a healthier planet.
