Whether in elementary school or university, all parents want their children to get the best and safest education. What if improving schools were as simple as planting trees? 

Many schools already know the benefits of planting trees, but action is what matters. Elementary students in Berkeley, California, have taken the first step in branching out towards greener schools with their “pocket forests”. “There is something we can do about climate change as kids and part of that is planting trees,” said Indy Stone, a fifth-grader at Cragmont. “We’re doing something great for the planet, and what’s even better, we’re doing it as a community.”

Today is Schools Tree Day – the perfect time to note the unexpected benefits trees bring to the world of education, from boosting academic performance and mental health to enhancing physical safety. 

Here are 5 often overlooked ways planting trees in schools can help your child succeed:

1) Nature’s Secret to Academic Success

Trees may make paper, but can their presence of trees really help boost test scores? As it turns out, they can! A study by ​​Chicago Public Schools proved that tree cover and other vegetation on school grounds boosts academic performance (about 36.9% in math and 1.8% in reading). Most children from the study came from low-income households, which typically puts them at an academic disadvantage due to limited access to school supplies and support both in and out of school. However, they still found a positive correlation between tree cover on school grounds and increased test scores. This study identified trees as the true academic boosters, even in contrast to wealthier neighborhoods or schools with other greenery like grass and shrubs. 

The takeaway? Planting trees in urban schoolyards could be a powerful, more economical approach than high-tech solutions to help students succeed.

2) Student Focus and Wellness 

Have you ever felt a calm come over you when you go outside and take shade under a tree? Well there is a reason for that. It turns out that a single tree standing right outside the classroom window may be one of the most effective ways to enhance students’ mental well-being.

According to Penn State Extension, regular exposure to green spaces has been shown to reduce mental exhaustion, improve focus, alleviate symptoms of ADHD by up to 38%, and decrease cortisol levels—the body’s main stress hormone. Children who spend time in nature report feeling happier and more confident, as well as having better emotional control, less anxiety, improved quality of sleep, lowered blood pressure, and increased immune system functioning. Given that mental issues rank among the main causes of students missing class time, that is an important concern in education quality.

The schoolyard itself is not exempt from the advantages. According to research from the University of Illinois, schools with trees and plants rather than concrete or lawns tend to have more engaged classrooms with better student attentiveness and less behavioral issues. At a time when schools are struggling with a mental health crisis from high levels of screen time and post-pandemic academic recovery, we can see we need to plant more trees.

3) Shade that Saves

A parent’s top priorities for their child to be healthy, and the secret might be growing right outside their schoolyard. Research on Texas schools revealed that children are able to be more active and play longer under the natural shade of trees, especially during scorching hot days. Trees don’t just provide shade, they invite kids outside, making playtime cooler and more enjoyable as temperatures soar.

According to a national study of 5,723 urban areas in the United States, low-income neighborhoods were, on average, 1.5°C (2.7°F) hotter than wealthier ones and had 15.2% less tree cover. Children are more susceptible to heat-related illnesses, asthma , and decreased physical activity as a result of the increased heat, especially in schoolyards without shade.

In all neighborhoods today, heatwaves are getting worse and air quality is a growing concern. Planting trees isn’t just about beautifying neighborhoods, it’s a vital step toward creating safer, healthier spaces where children can thrive.

4) Growing Green Minds

Early exposure to trees influences children’ actions as well as their emotions. Students in Hungary who grew up near trees exhibited noticeably greater environmental attitudes than their peers. These children were more likely to care about, act upon, and support the environment in addition to having greater knowledge of sustainability. Early connections like this are crucial to building green muscle memory. Children learn that they can take action on climate change, not just read about it. In turn they begin to view themselves as environmental stewards as well as learners.

Programs like Project Learning Tree use forests to teach critical thinking, ecological literacy, and environmental responsibility, reaching over half a million educators since 1976. Project Learning Tree (PLT) is a leading environmental education program for PreK–12 students that uses forests to teach sustainability, science, and critical thinking. An initiative of the Sustainable Forestry Initiative, equips educators with hands-on lessons that inspire students to explore nature, understand environmental issues, and become future environmental leaders. It’s active in all 50 states and several countries worldwide.

Schools can help ecosystems as much as nature helps humans. Trees and vegetation provide essential habitat and food for many species. The U.S. Environmental Protection Agency states that even tiny green spaces, such as those found in schoolyards, are essential for maintaining habitat connectivity. Schoolyards are essential urban waystations because pollinators depend on flowering trees and foliage plants for nectar and pollen. These tree-lined hallways provide migratory birds with a foothold despite urbanization by serving as rest and refueling stops during long journeys. Shaded, vegetated areas of school landscapes provide cover and nesting opportunities for small mammals like squirrels and rabbits.

With these green habitats supporting life, students can then, in turn, learn about the animals they see on a daily basis. Animals ignite cognitive curiosity in children and can improve their social skills, learn how to care for and nurture animals, and even carefully look at themes involving authority and exposure. Trees support life and learning!

5) Rooted in Community 

Partnerships are what keep different initiatives together. A local business and a tree planting group could, for example, sponsor tree planting days as part of their partnership. These partnerships increase effect and multiply resources. The combined effort of several sectors is frequently greater than the sum of their individual contributions.

Juliana Urtubey, a teacher at Crestwood Elementary in Las Vegas, created a school garden to help Latino families and English-speaking staff overcome their linguistic and cultural barriers. Families, particularly those with Spanish-speaking parents, felt valued and involved in the garden, which developed into a common area for education, art, and community. The garden brought 200 people together to help build the garden, improved relationships, promoted trust, and even changed teachers’ perceptions of the community through bilingual communication, inclusive events, and culturally appropriate vegetation and murals. The project contributed to the transformation of the school culture into one of joy, respect, and belonging.

Adopting greener schoolyards gives our kids more than just shade; it lays the groundwork for better education, better health, and deeper connections with the natural world. This list is just one example of how EARTHDAY.ORG supports how trees can transform more than just landscapes, but minds too. To learn more about the root when education meets action, explore our Climate Education page for tools to bring climate literacy into your school community. If you are looking to take some tree action of your own, join us by supporting The Canopy Project to help reforest the planet. Together, planting trees today cultivates a thriving, healthier, and more sustainable tomorrow for our children and the planet.

This article is available for republishing on your website, newsletter, magazine, newspaper, or blog. The accompanying imagery is also cleared for use. Please ensure that the author’s name and their affiliation with EARTHDAY.ORG are credited. Kindly inform us if you republish so we can acknowledge, tag, or repost your content. You may notify us via email at davies@earthday.org or fielder@earthday.org. Want more articles? Follow us on substack.

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P.S. Feb 2nd is International Read Aloud Day!

You know the scene: a group of little ones sitting on the floor, eyes wide, as a teacher reads aloud from a colorful picture book. It’s the heart of early childhood classrooms—interactive, engaging, and full of life. But what happens when students graduate from elementary school? Does reading aloud suddenly stop?

If you wander into a middle school class or a secondary classroom, the chances of seeing that same cozy, read-aloud moment are slim to none. Instead, we assume that by the time students hit high school, they’re set to tackle the world of literature on their own—no need for a teacher to read aloud. But here’s the kicker: That’s a missed opportunity!

So, What Exactly Is a ‘Read-Aloud’?

Here’s the official-sounding definition: An interactive read-aloud is when a teacher reads a selected text to the whole class, stopping periodically to chat about what’s happening. This isn’t just passive listening; it’s a chance to dig deeper, make predictions, and connect ideas together. It’s a conversation, not a monologue.

Why does it matter? Well, – reading aloud is the single most important activity for reading success —and it doesn’t stop being useful just because students hit middle school or high school. Plus, not all kids are getting ‘the book’ experience at home. In fact, a national study found that 25 percent of young children are never read to, and another 25 percent are read to only once or twice weekly.

Why Stop at Elementary School?

The famous film-makers Jean-Luc Godard once said, “Sometimes reality is too complex. Stories give it form.” And isn’t that the truth? Stories help students make sense of a world that can often feel overwhelming. When we stop reading aloud to students, we’re missing out on an opportunity to help them engage with complex ideas, build empathy, and keep the spark for learning alive. Secondary students need those same benefits—they need to feel the story and wrestle with its meaning. Interactive read-alouds can help them do just that.

What Makes Read-Alouds So Powerful?

So, what’s the secret sauce to a successful secondary read-aloud? How do we make it work for older students? Here’s how:

1. Be a Performer
It’s all about setting the stage. Teachers can use music, props, or even a silly voice to get their attention. The more you commit, the more students will be pulled into the experience!

2. Make It Interactive
An interactive read-aloud is all about the pauses. Stop to ask your group of students questions, make predictions, or dive deeper into a particular word or phrase. This isn’t a “sit back and listen” moment—it’s a join in and discuss experience.

3. Engage Multiple Skills
Encourage students to jot down thoughts, ask questions, or discuss the text in groups. This isn’t just about reading—it’s about honing writing, speaking, and critical thinking skills in a dynamic way. All skills that are critically important in adult life, for students who go onto college or  join the  work-force or both!

Why We Need to Bring Back Read-Alouds For Older Students!

Educators can’t control the amount of time students are read to at home, and it is highly unlikely older kids are getting read to at all. But in the classroom, teachers can create an environment where reading aloud is part of the learning experience. 

Imagine secondary students not just reading books but really, truly, deeply engaging with them, discussing them, and connecting them to the world around them. It is a truly magical way to bring a group of older students together and let them socialize over stories and issues without it feeling like yet more ‘school work’. It isn’t a chore, it’s fun.

We know that students of all ages are feeling more anxious about the state of the planet today than ever before and class-rooms can be a place to calm their fears and create community. Let’s embrace the tangible benefits of reading-aloud for students at secondary levels and let’s bring back the read-aloud to Middle and High Schools!

If you are a teacher looking for some inspiration on read-aloud book options – or a student looking to suggest some to your teachers – you will find some great ideas on our climate education page. We still have suggestions for ‘littles’ but also books for students at Middle and High Schools too. From Eat for the Planet: Saving the World One Bite at a Time by  Nil Zacharias  and Gene Stone  to The Day the World Stops Shopping by  J.B. MacKinnon and many more. 

Let’s give our students the opportunity to experience the power of stories, engage with texts in a whole new way, and remember that learning is not just about reading—it’s about connecting, questioning, and growing together.

This article is available for republishing on your website, newsletter, magazine, newspaper, or blog. The accompanying imagery is also cleared for use. Please ensure that the author’s name and their affiliation with EARTHDAY.ORG are credited. Kindly inform us if you republish so we can acknowledge, tag, or repost your content. You may notify us via email at davies@earthday.org or fielder@earthday.org.

The post Turning Pages Together: Why Secondary Classrooms Need Interactive Read-Alouds appeared first on Earth Day.

365 days. 1 Earth Day. 

To inspire meaningful learning, we must encourage innovation. This is why we developed the first-ever Earth Day Showcase, constructed with a framework that prioritizes real-world problem solving and creating climate solutions while providing flexibility for students to explore and innovate. By empowering students to think critically and creatively, we can cultivate a deeper understanding of environmental issues and inspire them to become agents of change.

The Earth Day Showcase originated from my time in the classroom. Each year my school would put together a community “showcase” of student work. It would begin with a student led project and end with a big celebration at the conclusion of the school year. Although this was not focused on Earth Day, it aligned with an important topic for students to learn—one year, we centered it around a popular children’s book. There were a few principles that set the showcase apart from other projects that made an impression for years to come: 

1. Collaborative efforts within the school and community 
2. Student innovation and creativity 
3. Focus on process over perfection 

If we take these components and apply them to the context of Earth Day, we can enrich sustainability and environmental education. With 84% of parents and 86% of teachers supporting climate education, the time for the first-ever EARTHDAY.ORG Earth Day Showcase is now. Families, educators, and students are ready to learn. 

Building Self Efficacy in Student with Project Based Learning 

Studies suggest that self-efficacy is a strong predictor of student academic success, often surpassing other non-cognitive factors. Furthermore, strong self-efficacy behaviors include flexible problem-solving, resilience, and a positive reaction to feedback. A student with self-efficacy has the potential to adapt their learned skill set as they enter the workforce. The question is: how can we foster self-efficacy in the classroom and how can we maximize skill building? And the answer : project based learning (PBL), which allows us to explore climate change solutions and is a powerful way to build the skills students need for success. 

How does PBL differ from other types of projects? This method allows students to engage actively in personal, “real-world” exercises. For instance, instead of sitting in a classroom listening to a lecture on solar panels or drawing a diagram of one, students would work with solar engineers to actually create solar panels for their schools. 

When learning is hands-on and attached to the “real world”, students are gaining something far more significant. Finding a sense of purpose for our futures is why 65% of youth want to learn how climate change will affect the future of Earth and society. By actively engaging students in real-world challenges, the project based learning (PBL) model fosters intrinsic motivation and a sense of purpose, improving mental health and reducing stress by giving students a sense of empowerment. Collaborative projects cultivate essential social-emotional skills like communication, teamwork, and conflict resolution, promoting positive behavior and healthy relationships. Furthermore, PBL develops critical thinking, problem-solving, creativity, and communication – highly sought-after skills in today’s workforce. Students gain valuable experience in time management, and presentation skills, preparing them for success in future careers. This active learning goes beyond memorization, fostering critical thinking, problem-solving, and research skills as students investigate the impacts and potential solutions to climate change. By connecting classroom learning to real-life challenges, PBL fosters a sense of purpose and empowers students to become agents of change in their communities. 

Our Power, Our Schools

I invite you to rethink what Earth Day could look like in the classroom. The Earth Day Showcase is an opportunity to rethink how we approach teaching about the Earth and to redefine what it means to learn. Earth Day can be a day that simply comes and goes, or it can be a day that thoughtfully inspires children to think deeper, create more, and connect with the planet in a meaningful way. This approach can ultimately lead to a shift in mindset. It starts with a small change. Earth Day was founded on the idea of education as a key component for inspiring change among individuals and communities. Get inspired today, to inspire students. 

Join the Earth Day Educator Network and register as an Earth Day Educator Representative and submit students’ climate projects to the Earth Day Showcase. By participating, you can be part of the global movement for climate action. 

This article is available for republishing on your website, newsletter, magazine, newspaper, or blog. The accompanying imagery is also cleared for use. Please ensure that the author’s name and their affiliation with EARTHDAY.ORG are credited. Kindly inform us if you republish so we can acknowledge, tag, or repost your content. You may notify us via email at davies@earthday.org or fielder@earthday.org.

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November 18th to 22nd is American Education Week and so it feels more than fitting to talk about the impact teachers have on our lives. I speak from first hand experience too.

Teaching in a classroom was one of the biggest adventures I had the privilege of taking on in my 20s when I became a kindergarten teacher. It was always rewarding and always challenging, and it offered me a way to connect to a mission that was greater than my own and more than just a career.  

Children need to be nurtured, inspired, and experience new things so they can grow and navigate the big wide world. It was my privilege to be part of that journey for some of them. One day in my 6th year of teaching, I realized I wanted to transition out of the classroom to provide education to more students, impact different communities, and advocate for change in a way that extended beyond my one classroom, and I joined EARTHDAY.ORG to advocate for climate education.

I realized I could educate on a global scale through a platform like EARTHDAY.ORG, (EDO). This leap, while daunting, opened doors to an entirely new world of possibilities. I do not get to hear about a student’s weekends anymore or read them books daily but I know that my experience in the classroom made me more real, more connected, and more understanding of the world because it allowed me to see it through the eyes of those who still see it with wonder. To teach is to be surrounded by wonder every day. 

Inspired by this sentiment I asked my EDO colleagues what teachers they remembered the most and here are their answers. It made me proud to belong to a profession that truly does change and shape the world we live in. 

My favorite teacher was someone who encouraged us to break rules.   My English teacher  used literature to make her pitch that we (all girls) should  not accept the status quo about anything.    She was a gentle, brilliant woman who asked us to see the world differently.  To see ourselves as leaders, explorers, writers and scientists.   I’ll never forget her.    Kathleen Rogers, President EARTHDAY.ORG 

My middle school science teacher, Miriam, played a huge role in my love for science and sustainability. Her passion and energy was contagious, and her approach to teaching was very hands-on. We also called her Ms. Frizzle because of her curly hair and pet bearded dragon that she kept in the classroom. Every class was an adventure; thank you, Miriam!  Aminah Taariq-Sidibe, Manager of End Plastic Initiatives

My AP English and Literature teacher (humble brag, got a 4 on both, no big deal), Anna Thomas, inspired me to get involved with the environmental movement and how we can use language to inspire people. She was my first introduction to environmental advocacy and led our high school environmental advocacy club doing local cleanups and protests against fossil fuel drilling on the Outer Banks.  Aidan Charron, Associate Director, Global Earth Day 

My psychology teacher, Mr. Visna, taught me during my junior and senior years of high school. He was a wonderful storyteller and always willing to talk to us outside of class. In those conversations, he was honest and attentive and inspired me to be a better version of myself, motivating me to pursue the career I have today.  Maddie Lacroix, Executive Assistant

My favorite teacher was Ms. Rehberg, she was not just a teacher to me but a mentor and friend. She is who introduced me to the environmental movement and is the reason I found my passion for environmental advocacy. I wrote my college admissions essay about the incredible influence she had on my life. Libby Bunch, Campus Outreach Associate 

One of my favorite teachers in high school was Mr. Knopp, my sophomore-year Language Arts teacher at Bandys High School. He taught me how to analyze a wide range of texts, both current and historical, and through this, I started to become very comfortable in trusting myself and my own beliefs. At the start of high school, I was quite shy, but Mr. Knopp made the class a comfortable place to come out of my shell. Through vocal discussions about whatever we were learning in class, I learned to dare to have disagreements, be vocal about my truth, and be myself. Ironically, these are extremely important skills for this job.  Michael Karapetian, The Great Global Cleanup Coordinator 

My favorite teacher growing up was Mr. Coulter. He was my marketing teacher in high school. What I really enjoyed about his class was that he used many real-life examples and case studies to make learning about marketing techniques more relatable. But more than that, he told me I could do anything I wanted in life as long as I applied myself and I took those words to heart. Thank you Mr. Coulter! Dennis Nolasco, Education Coordinator 

I had a geography teacher in secondary school, his name was Zbigniew Deptula. Every day he had a t-shirt from a different country, Ethiopia, Ireland, Canada; he visited more than 90. He knew the answer to any question: GDP, climate change, minerals, he inspired me to explore the beauty of our world, geography was his life. In 2021 sadly he died but I still think about him often. Johnny Dabrowski, Consultant, Coordinator of Climate Education Coalition 

My favorite teacher was Mrs. Smith, who taught me Art at Balfron High School, in Scotland, many, many years ago! She told me you couldn’t really fail in art if you just did what you liked and what made you happy. That was the first time a teacher had ever asked me to think that way. I remember at the ripe old age of 15 that it was an idea that utterly delighted me. My art got so MUCH better afterwards too. A few years later, after I graduated college, I went back to the school to take her out for lunch and to thank her. Good teachers change lives and Mrs. Smith taught me to trust my own gut. I loved her and still to this day I think about her life lesson often; do what makes you happy, trust yourself. Sarah Davies, Director Communication and Media

Sometimes, the lessons our teachers push us to learn ourselves are the most valuable. Mrs. DP embodied this for her students. As an English teacher, it initially struck me as unusual that she rarely shared her beliefs, guiding our discussions without participating. Yet, by the end of my two years in her class, her wisdom became clear. We could analyze Huckleberry Finn, Romeo and Juliet, and The Pearl under her watchful eye, but she wanted us to think critically on our own, develop the strength to defend our conclusions, and have the confidence to let our opinions evolve as new facts emerged. These skills have proven invaluable in my life and I couldn’t be more grateful.  Terran Fielder, Media Specialist

When a teacher sees a students’ potential, it opens doors. My first grade teacher, Mrs. Shinkles supported me when I was struggling with reading fundamentals. I remember her working with me after school and giving me books to take home. She not only allowed me to pass but excel in reading. I now have a lifelong love for reading. This is the teacher who inspired me to become a teacher.  Emily Walker, Education Coordinator

My favorite teacher was my high school social studies teacher, Craig Beach. Mr. Beach pushed students to see a world beyond our community in all of his courses and encouraged independent thinking. I see the world differently after having Mr. Beach as my teacher and I have carried that learning through my work as a teacher and in climate education.  Bryce Coon, Director Education Initiatives 

My high school math teacher, Mrs. Fang, was quite strict and serious in class but she was really good at explaining math, in a way that even someone like me, who was not very good at math or science, could understand. It made me not hate math as much! I thank her for “balancing” my grades, which gave me a better chance of getting into a top university. Sophia Valentino, Digital Media Strategist 

My math tutor, Mrs. Protehiros, was the main person that influenced my choice for my college major: Finance. If it weren’t for the patience, compassion and understanding that she so generously provided, I would have easily continued to despise math. She single-handedly changed my perception of the subject, inspiring me to pursue a career of numbers. Whenever I think about a teacher that helped me find my true potential, the first person I think of will always be Mrs. Protehiros. Basi Kosmas

Thank you to the teachers of the world. We need you and we appreciate you.

If you are an educator and want to join the EARTHDAY.ORG network, consider supporting our mission to put climate education into every single classroom around the world and please utilize these  free resources on climate education and why it matters here.  If you are a teacher in the K – 12 grades please consider utilizing our free guide, The School Guide to Teaching Climate Education, because you can never start teaching students about climate change early enough!

If you are a college student who wants to get involved on your campus promoting any of these issues, climate literacy, divesting from fossil fuels, renewable energy or sustainability, please contact our campus MobilizeU Coordinator Lee Franklin at franklin@earthday.org.

The post Thank A Teacher Today – They Change Lives! appeared first on Earth Day.

One of the most interesting and controversial aspects of the climate crisis is the question of the individual’s role and responsibility in the battle to save the planet. What can we all do to alleviate climate change? How much will that impact my life, and is it “my” responsibility anyway when we know giant corporations are responsible for the vast majority of carbon emissions?

In the early years of “global warming,” we were all taught to calculate our carbon footprint. It turns out that this entire concept of personal accountability was dreamt up by one of the biggest fossil fuel companies in the world, British Petroleum, BP. They hired PR executives at Ogilvy & Mather to promote the concept that climate change is our fault, not theirs.  BP even kindly created a “carbon footprint calculator” in 2004 to calculate how we, as individuals, were destroying the planet, and it worked. For those who took responsibility, it led to a personal quest to lower our footprint. For those who didn’t care, it provided a way to point a finger, blame others, and avoid serious conversations about solutions. 

While the goal of taking action to mitigate climate change at a personal level scheme was developed by big oil corporations and entirely designed to shift the blame from “them” to “us,” there actually is still a lot that we can do to make a difference. 

But making us all count carbon is not the solution; yes, recycling is good, and saying no to flying private jets — not something I have ever had to do — is positively advantageous for the planet – there’s another and far better way to drive collective action. There is one very special community that can meet climate change head-on, and it’s one of the strongest communities in the world: classrooms. 

Last Earth Day, a large school district invited me to present on climate education at an event for middle and high school students. As a former teacher, I was excited to be back in a classroom talking with young people about something I care about. We discussed the history of Earth Day and the power of collective action. We looked at current trends and possible solutions to the climate crisis. I encouraged young people to think about how they may become part of the solution today as students and tomorrow as a net generation of leaders. 

As soon as I ended my presentation on the critical need for climate education in all schools, K – 12, a savvy student shot their hand up and asked me, “Okay, but why should we make room for climate education when there are so many other pressing issues we have to deal with every single day?” It was on point and made me realize how much I miss the directness of student questions. 

It was a fair question, so I asked the students what some of these other issues were. Sadly, but unsurprisingly, they produced a laundry list of crises that all needed to be addressed. Economic issues, like poverty and the national debt; social issues, like equality for all groups under the law and the pursuit of peace; and conflicts rage around the world. 

Although I didn’t want to minimize the importance of any of these critical issues, I did ask them what all of those issues have in common, and with the exception of space trash, and yes, one student did mention space trash, it is that they all occur on this planet. Planet Earth. That became the starting point for another, and I have to be honest, more open and engaging conversation than what I had planned for. 

This experience helped me when it was time to write the EARTHDAY.ORG report, Climate Education vs. The Climate Crisis,  because it reminded me that taking responsibility and driving collective action is not about shaming individuals or alleviating corporate responsibility. It is about giving the next generation, our students, the tools they need to cope with the mess we have effectively dumped on them. 

If students know what is happening to the world, they can better cope with this reality and counter the tide of misinformation that will undoubtedly flow their way. 

We know all of this impacts students — there is a lot of research showing climate anxiety is real and that climate education is the best medicine for it. Secondly, preparing our students for a future in which nearly everyone will have to be climate-literate is not just what environmentalists want; it is what, increasingly, businesses are calling for to prepare young people for the green economy. This is supported by the report Choosing Our Future: Education for Climate Action by the World Bank, which outlines the research and data to support these claims, including the astonishing statistic that “80 percent of global business leaders believe that green skills will be the most important driver of the green transition.”

The other thing teaching climate education can do effectively, even without trying to, is promote a sense of responsible, planet-friendly behavior in students ages four to eighteen. It builds a Green Muscle Memory that means every decision these students make from now on will have a built-in sense of right and wrong for the planet. 

The difference is that, unlike BP’s cynical Carbon Footprint, it is not about blame or even about being virtuous. It is about knowing the facts and choosing to make the best choices for your own future; it’s not faux altruism or even guilt; it is about adopting a common sense attitude to the world we live in and acting accordingly because it is the right thing to do. 

Since writing our first report, we’ve created a free practical School Guide to Teaching Climate Change, packed with information on how best to teach this subject effectively because climate education in every classroom worldwide is our goal and critical for our planet. 

The post Classrooms: Where Climate Change Gets Schooled appeared first on Earth Day.

We know that climate education has a big role to play in mitigating the impacts of climate change, which is why EARTHDAY.ORG has been championing the teaching of climate education for over a decade now. We know that it alleviates climate anxiety, trains students with so-called “green skills,” and instills planet friendly lifestyles in younger generations that they will instinctively rely on to navigate a changing world. Our own recent report, Climate Education vs. The Climate Crisis, touched on all of these facts. 

But as we understand how education can influence our response to climate change, we often overlook a critical truth: climate change is already reshaping the very foundation of education itself. Schools around the globe are facing an unprecedented threat, as extreme weather events force closures, disrupt learning, and deepen educational inequities.

According to a recent report by the World Bank, climate change has caused widespread school closures, impacting the education of millions of students globally. Between 2022 and 2024 alone, 404 million students in 81 countries faced disruptions due to natural disasters, with low-income countries suffering the most. These nations lost an average of 45 days of instruction, a setback that many communities cannot easily recover from.

For countless schools worldwide, the story is the same: devastating floods, hurricanes, wildfires, and other extreme events have forced closures, sometimes for weeks, and in some cases, permanently. While some schools have the resources to rebuild, many do not. Even when reconstruction is possible, the damage extends beyond physical buildings. Students fall behind, and the shift to online learning — where available — fails to replicate the structure, social interaction, and oversight that traditional classrooms provide.

The environment is no longer a backdrop to education; it has become the setting for education and one that we must urgently address to safeguard the future of students everywhere.

Grizzly Flats, California, USA: The Caldor Fire 

In August 2021, a devastating fire ignited the El Dorado National Forest, fueled by brush from an extended drought and driven by relentless high winds – conditions that have become increasingly common globally due to climate change. The Caldor Fire quickly engulfed 219,000 acres, leaving a trail of destruction in its wake. Entire communities were decimated overnight, including the tight-knit area surrounding Walt Tyler Elementary School.

For over two decades, Walt Tyler Elementary had been a cornerstone of the community. When the fire swept through, it destroyed the school, leaving instructors without jobs and parents scrambling to find a semblance of normalcy for their children”s education. The fire also ravaged many homes, forcing families to face the dual challenge of finding a place to live while ensuring their children did not fall behind in their studies.

Some families were able to enroll their children in nearby schools, but others struggled to keep up, further widening educational gaps. The community has shown resilience, banding together to rebuild what was lost. Yet, not every community has the ability to slowly bounce back. 

Bentiu, South Sudan: Devastating Flood

In Bentiu, South Sudan, the impacts of climate change are becoming increasingly dire, with extreme rainfall leading to devastating floods. Scientists have noted that as the Earth warms, the Horn of Africa and its surrounding regions are likely to experience more intense and frequent rainfall. This phenomenon occurs because a warmer atmosphere can hold more moisture, resulting in heavier downpours.

The floods in Bentiu have had a profound effect on the community, particularly on the town’s school, which has been submerged and rendered unusable. When schools are closed the educational prospects of all students are severely disrupted. However, girls are disproportionately affected. Extended school closures increase the likelihood of child marriage, transactional sex for basic necessities, and early pregnancy, further diminishing their future prospects and resilience to climate impacts.

Across the region, many schools have suffered similar fates. In Sudan and Niger alone, 116 schools have been damaged in recent months. These floods compound existing challenges such as rising hunger, ongoing conflict, and the lingering effects of the COVID-19 pandemic, creating even greater barriers to education and threatening the future of an entire generation.

Covington, Tennessee, USA: Powerful Tornado 

In Covington, Tennessee, the community is grappling with the aftermath of a powerful tornado that tore through the town, leaving behind a path of destruction. Crestview Elementary and Middle Schools, which had served the community for over 20 years, were among the hardest hit. 

The tornado obliterated both schools, leaving students, teachers, and staff with virtually nothing. With hardly any walls left standing, the buildings are now unusable, forcing the schools to shut down until further notice.

Tornadoes are tricky to understand in the context of climate change, however scientists acknowledge that a warming climate can create conditions that may exacerbate extreme weather events. Increased atmospheric moisture and changing wind patterns are just some of the factors that could influence tornado activity. Though the specific impact of climate change on tornadoes remains uncertain, it”s clear that it isn”t helping.

The loss of these schools has left a deep void in the community. For two decades, they were pillars of education and support for local families, and their sudden destruction has thrown the futures of countless students into uncertainty. As the community begins the long process of rebuilding, they face the challenge of restoring not just the physical structures, but the sense of stability and normalcy that these schools provided.

Sindh, Pakistan: Insidious Mold 

In Sindh, Pakistan, catastrophic floods have led to the destruction of 5,000 schools, with mold infestations caused by the prolonged water exposure rendering these educational facilities unusable. The floods, which are increasingly seen as part of a broader pattern of extreme weather events linked to climate change, have had a devastating impact on the region”s infrastructure.

While it”s challenging to directly attribute these specific floods to climate change, scientists agree that a warming climate is likely exacerbating the frequency and severity of such events. Higher global temperatures can increase atmospheric moisture, leading to more intense rainfall and prolonged flooding. In this context, climate change is not helping and may be contributing to the worsening of conditions that lead to outcomes like those in Sindh.

The widespread destruction of these schools is a significant setback for the education of thousands of children. As the region struggles to recover, the task of rebuilding these institutions and providing a safe learning environment for students is both urgent and daunting.

Serbia, Russia: Extreme Cold

Heat is not the only factor affecting learning. In Serbia, extreme cold temperatures have presented significant challenges for students, impacting their ability to concentrate. Despite schools remaining open during severe cold spells, classrooms have struggled to maintain temperatures above 50°F, which has been shown to negatively impact learning. 

Recent findings link these extreme cold events to broader climate change patterns. As the Arctic warms, it disrupts traditional weather systems and can contribute to more intense and widespread cold waves. This phenomenon, where warming in the Arctic leads to increased cold spells elsewhere, is part of the complex interaction between climate change and weather extremes. 

Though Serbians are no strangers to the cold, -58°F is weather unsuitable for learning. 

Dominican Republic: Hurricane 

Hurricane Fiona has severely impacted the Dominican Republic, exposing a significant portion of the population, especially children, to multiple climate shocks. According to UNICEF, 9 out of 10 children in the region have faced at least two climate-related disasters.

The hurricane has caused widespread damage to essential infrastructure, including schools. The repeated exposure to such climate shocks exacerbates their vulnerability, making recovery and rebuilding efforts even more challenging.

The increasing intensity of hurricanes like Fiona is linked to climate change, which contributes to warmer ocean temperatures and more extreme weather events. This means that storms are not only becoming more frequent but also more severe, exacerbating the damage and disruption they cause.

Greece, Europe: Extreme Heat

In Greece, a severe heatwave has led to the shutdown of schools as temperatures soar to 109°F. The extreme heat has prompted authorities to close educational institutions to protect students and staff from the health risks associated with such high temperatures.

The increasing frequency and intensity of heatwaves are linked to climate change, which is driving more extreme weather events. Rising global temperatures contribute to more intense and prolonged heat waves, impacting daily life and heightening the risk of heat-related illnesses.

For students in Greece, the closure of schools due to the heatwave not only disrupts their education but also underscores the broader effects of climate change on public health and infrastructure. Local schools were not equipped to handle these extreme temperatures, and studies indicate that students struggle to concentrate in such conditions.

Petrópolis, Brazil: Mudslide

In February 2022, devastating mudslides struck the city of Petrópolis in Brazil, leading to over 90 fatalities and leaving dozens still missing. The disaster, which has been linked to human activities such as deforestation and poor urban planning, highlights the severe impacts of climate change and environmental mismanagement.

The mudslides have also disrupted the lives of many students in the region. Several schools were repurposed as emergency shelters for those displaced by the disaster, forcing students to miss classes and contributing to significant educational interruptions. The use of schools as shelters underscores the broader impacts of the mudslides on community infrastructure and daily life.

New Delhi, India: Smog

In New Delhi, India, intense smog caused by the annual burning of crop residue has led to dangerously poor air quality, resulting in widespread school closures. The thick, toxic haze that blankets the city each year has prompted authorities to shut down schools to protect students from the severe health risks associated with such high levels of air pollution.

The smog has been linked to a range of health problems, including respiratory issues, eye irritation, and exacerbation of pre-existing conditions such as asthma and heart disease. The impact on public health is significant, with vulnerable populations, especially children, facing increased risks due to the hazardous air quality.

As the city grapples with the recurring smog crisis, the focus is on finding effective solutions to address the root causes and reduce the health impacts on residents. The closure of schools highlights the urgent need for comprehensive strategies to tackle air pollution and safeguard the well-being of New Delhi”s population. This year”s smog has reached alarming levels, prompting the Supreme Court to intervene and rule that the burning must stop. 

Climate change is profoundly affecting education around the world. From devastating fires and floods to extreme heat and smog, the increasing frequency and severity of these events underscore the urgent need for action. Schools, once safe havens of learning, are now on the front lines of climate change, facing closures and disruptions that hinder students” educational experiences. 

As we confront these challenges, it’s clear that our responses must not only address the immediate damage but also focus on building resilience and adapting our systems to better withstand future climate shocks. By recognizing the deep connection between climate change and education, we can work towards solutions that safeguard both our environment and the future of our children. Human actions have altered the climate, but we also have the power to reverse these changes.

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Public schools in the United States produce over 14,500 tons of waste every day. Each student using a disposable lunch produces roughly 67 pounds of waste during a nine-month school year, mostly consisting of plastic utensils, straws, and bags. Not only does the heavy reliance on single-use plastics by U.S. school systems show an irresponsible disregard for the negative long-term health implications these products have on our nation’s children and the environment, but it also causes financial drawbacks to keep up with proper waste management.

Styrene is widely used to make plastics and rubber, which are used to manufacture various products, including food containers and lunch bags. The National Toxicology Program listed styrene as a carcinogen known to cause human cancer. Styrene is prone to leach into hot foods, potentially causing severe harm to all students who ingest anything held in these products. This dangerous exposure to chemicals jeopardizes students’ health, discrediting public schools’ profit-driven motives to continue with single-use plastics. 

On top of serious health repercussions, plastic usage at public schools negatively impacts school finances and budgeting because more and more resources are needed to handle the accumulation of plastic waste. For example, the County Solid Waste Bureau (SWB) concluded Arlington Public Schools’ recycling rate is estimated to be as low as 15% as they rely heavily on trash disposals to deal with their plastic waste. 

Adopting waste-free practices will reduce energy consumption, trash generation, and waste removal costs while protecting children from toxin exposure. Recycling may even allow public schools to see significant savings in trash disposal costs, as recycling plastics is approximately 36% cheaper than waste collection. 

Baltimore City public schools have constructively modified mealtime practices by serving lunches on compostable trays instead of Styrofoam products. Proactively implementing these materials, along with pushing for waste-free lunches with reusable gear, schools can protect the safety of our children and the environment by diminishing plastic use.

The time has come for more public schools to follow in the footsteps of Baltimore City. School systems must acknowledge the detrimental consequences of single-use plastics and seek effective alternatives to end the destructive cycle. Exercising eco-friendly approaches like initiating waste reduction programs or conducting a waste audit helps to decrease trash disposal costs and effectively utilize natural resources. 

EARTHDAY.ORG’s End Plastic Pollution campaign informs people about the damaging consequences of unrecycled single-use plastic, encouraging everyone to join the fight against this environmental crisis. Public schools and parents can use our plastic calculator to estimate the number of plastic products they use and dispose of annually. American public schools should reconsider their recycling habits and join the campaign efforts to protect children’s health, ultimately leading to the gradual elimination of plastic pollution.

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We usually think of air pollution as an outdoors issue — something we should worry about while outside. But that’s a common misconception; the vast majority of our exposure to the most harmful outdoor air pollutants actually occurs indoors. This has important implications for how we think about — and act on — both indoor and outdoor air pollution.

What is fine particulate matter and how does it affect our health?

Fine particulate matter, or PM2.5, is a collection of tiny particles that are 2.5 micrometers or less in diameter. These particles are so small that once inhaled, they can penetrate our lungs and even get into our bloodstream.

Chronic PM2.5 exposure is associated with a number of symptoms and health issues. Short-term effects include irritation of the eyes, nose, throat or lungs; sneezing; coughing; shortness of breath; and worsening of asthma.

Long-term exposure can lead to stroke; ischemic heart disease; chronic respiratory diseases and infections; neonatal disorders; vision loss; and tracheal, bronchus and lung cancer. And unfortunately, even low levels of PM2.5 (at concentrations below current national standards) have been linked to greater mortality.

Exposure to PM2.5 indoors

Outdoor air is not limited to just the outdoors. It gets inside through windows, doors and HVAC systems, bringing pollutants along with it. Most of our exposure to ambient (outdoor) PM2.5 actually occurs indoors — and over two thirds (67%) occur in our homes.

This has devastating health consequences: we now know that indoor exposure to outdoor PM2.5 is responsible for about half of all deaths associated with PM2.5 pollution.

Sources of outdoor PM2.5 include vehicle exhaust, burning of fossil fuels and firewood and non-human activities such as wildfires and dust storms. Roadway traffic is a significant source of ambient air pollution. 15% of schools in the U.S. (6.4 million children) are located less than 250 meters (820 feet) away from a major roadway.

Fortunately, traffic-related air pollutants decrease with increasing distance to major roadways, with many pollutants indistinguishable from background levels at a distance of 250 meters or more. However, schools located closer than that may expose students to higher levels of traffic-related air pollution, which has been associated with increased asthma diagnosis and decreased working memory scores.

Some particulate matter can also be generated indoors, from smoking, cooking, cleaning, burning candles and using personal care products. However, indoor-generated PM2.5 accounts for a smaller proportion of our overall exposure to PM2.5 (in developed countries).

How can we reduce our exposure to air pollution while indoors?

While the effects of PM2.5 pollution may seem daunting, there are steps that we all can take to breathe cleaner — and easier.

• Increase outdoor air ventilation rate. Whether through mechanical ventilation systems or opening windows when outdoor conditions are good, ventilation is an effective way to improve indoor air quality.
• Use an air quality monitor to track air pollution levels. Many consumer-grade monitors are available online.
• Get an air purifier. Use of portable air purifiers in homes, offices and schools has been found to reduce PM2.5 by up to 92%. During wildfires, the use of air purifiers can help reduce PM2.5 exposure by 55–92%. Delos offers an array of advanced air purification solutions. The Delos Compact, which uses patented disinfecting filtration system (DFS) technology, is able to remove 99.99% of particles 0.3 microns in size, which is more efficient than the HEPA standard testing efficiency requirement.
• Stay informed about outdoor levels of air pollution in your area, or buy your own outdoor air quality monitor. If the outdoor air quality is poor, keep your windows closed. You can also download Global Earth Challenge and sign up for EARTHDAY.ORG’s Pledge to Share Your Air to share your air quality data with scientists and help advance air quality research.
• Consider switching to a hybrid or an electric car to help reduce the amount of particulate matter your vehicle emits into the air.

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The COVID-19 outbreak has drastically altered daily life. For millions of students and parents, that means homeschooling. 

Social distancing is a necessary and effective measure to keep us safe, but it also commands widespread school closures, which can make for a challenging transition for many children. Home from school, many children are feeling anxious about the future, unsure of how to help. 

For many climate-minded young people, the feeling is familiar. They’re already concerned about the Earth’s future in the face of climate change — now the pandemic is compounding these emotions. 

Fortunately, many inspirational kids are also leading the fight for a greener planet and safer future. Young people around the world have the power to make a difference, even from their homes. 

Below are some at-home activities that students can do to beat boredom, stay positive and create a climate-friendly future:

1. Attend or host a virtual teach-in

Since the first Earth Day in 1970, teach-ins — or educational lectures and discussions on important public interest topics — have been a valuable tool for environmentalists to inspire community action. This year, as Earth Day goes digital, teach-ins can still prompt meaningful community responses to ongoing environmental challenges. 

Encourage your student or child to attend one of these virtual teach-ins or follow Earth Day Network’s guide to create their own. They can livestream a nature walk or backyard exploration. They can also ask viewers to find what species live in their backyard and explore how they can protect local habitats.

2. Download the Earth Challenge app 

Download Earth Day Network’s new Earth Challenge app to gather air quality and pollution data in your community. The app empowers citizen scientists to monitor their local environment and offers tools and tips for environmental protection.

3. Try some delicious plant-based cuisine

There’s no better way to spend time at home than trying new recipes. Fortunately, your family can both eat delicious food and reduce their carbon footprint by adopting a more plant-based diet. Help your child research plant-based recipes or recreate family favorites with plant-based ingredients. 

If they’re craving something sweet, try these easy swaps to indulge in their favorite desserts. Your child can even livestream a plant-based cooking lesson for family and friends or create a cookbook of their new favorite recipes.

In addition to mastering new recipes, students can learn food preservation techniques, such as canning, pickling, drying and freezing to enjoy fruits and vegetables year round and minimize food waste.

4. Make a plan to cut down on plastic pollution

Ask your child to help audit your plastic use at home by counting how many plastic containers, wraps, bottles and bags you purchase for your kitchen and bathroom. Encourage them to research products that have more sustainable packaging for your next grocery trip or online order. And when you order to-go meals from restaurants, make a note asking for no plastic utensils and limited plastic packaging.

5. Learn new ways to protect our species

If your child is interested in protecting biodiversity, learning about different species is the best way to start. Watch an environmental documentary or animal show and learn how individuals can help protect endangered species. Many zoos and aquariums are offering free teach-ins and livestreams, so tune in to learn about different species and their habitats.

Customize your species education by researching what pollinators need are native to your area and what plants they rely on. Learn how to make a thriving habitat for pollinators and help your child design a pollinator garden for your yard or community.

6. Create eco-art

Creating art is an excellent way to spend time indoors and still connect to the Earth (not to mention, reduce stress). Repurpose materials from around the house, and encourage your child to create something new, like jewelry, bags or plant holders. They can even transform trash into treasure by creating a sculpture out of recyclables. Gather some inspiration from Earth Day Network’s Artists for the Earth gallery.

Creating art is also a great way to get outdoors while practicing social distancing. Supervise your child as they gather items like leaves and pinecones from your backyard and create an innovative art project. 

While you’re outdoors, encourage your child to pay attention to nature and wildlife. Students can write short stories or poems about what a bird sees as it flies or what a squirrel thinks about as it climbs trees.

7. Join EARTHRISE and make an Earth Day Poster

Amid the pandemic, the 50th Anniversary of Earth Day is still as important as ever. Join the digital EARTHRISE movement and show your support for climate action today and into the future. 

One way to show your support is with an Earth Day poster: Provide your child with supplies to design an Earth Day poster, and put it in your home’s window for neighbors to see. Make sure to tweet your poster to @EarthDayNetwork.

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These health effects pose more severe risks for children and the elderly. Recent research has proved that there has been a link between fracking and migraines, and last month, it was further predicted that children in the United States will experience around 750,000 asthma attacks each summer by 2025 as a direct result of the oil and gas industries’ fracking efforts.

Benzene is a highly dangerous and toxic chemical. This chemical is used in fracking in the drilling fluid. This “sweet-smelling,” clear liquid has been known to cause cancer. Benzene is not banned in fracking, and drillers do not need a permit to use Benzene. In addition, it reacts with other chemicals in the atmosphere to create smog, which can attach to rain and snow and be carried to the ground, contaminating both water and soil. With regard to wildlife, Benzene makes fish, shellfish, and other aquatic animals sick and can prevent them from reproducing, change their appearance, and shortening their lives. As for plants, the chemical affects the soil, slowing down growth and killing green life.

What this means for Wheeling Park High School

In 2012, Encana, a natural gas company, established a new fracking site next to the Red Hawk and Erie Schools (Erie, Colorado). This site was approximately 1,600 feet from the schools, which had 750 students in attendance. Parents were quick to raise their voices against the company. They protested the fracking site being so close to their children’s schools: “a place where benzene emissions could sicken their developing lungs; where an accident could trigger a deadly explosion; where school buses could collide with trucks carrying toxic wastewater; where leaks of the chemical-laden wastewater could poison their wells.”

The concerns and 21,000 anti-fracking petitions by parents prompted Encana to adopt a “closed-loop” system of fracking—where the fluid never touches the ground. Fumes are contained in steel tanks, and the use of fresh water is reduced. In addition, Encana will only drill during the summer when the children were not in school.

Although the school and parents won a partial victory—making a compromise with the company, but not get rid of fracking completely—it is still a major health and environmental concern among residents living near drilling sites.

William Pappas, Intern

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