Adolescents Struggling to Recognize Climate Change Causes: Understanding the Implications

In the realm of K-12 education, a significant gap has been identified when it comes to teaching climate change. According to recent reports, three-fourths of teachers across various subjects have not received any professional training or education on how to teach climate change. This lack of training could be a barrier to effective education on the topic.

However, progress is being made in some regions. As of now, 32 states and the District of Columbia require teaching about human-caused climate change in their science standards. This requirement offers a platform for educators to address student anxiety about climate change while also educating them about the topic. Meghan Hooper-Jackson, a 7th and 8th grade science teacher for the Atlantic City public schools in New Jersey, emphasizes that climate change offers rich opportunities for project-based learning that engages students and makes them feel like they have some control over the problem.

Despite the progress, many teachers in the United States, particularly science educators, require additional training in climate change education to better convey causes, effects, and mitigation strategies to students. This training is crucial to ensure that teachers can effectively educate students about the complexities of climate change.

Unfortunately, funding for K-12 programs related to climate change has been affected by government decisions. The Trump administration, for instance, cut or froze numerous grants relating to climate change research, including a $4 million funding cancellation for climate change research at Princeton University, which included educational initiatives for students in K-12 schools.

The landscape of climate change education in the United States is diverse, with states categorized into three groups based on their science standards requirements. Some states require teaching about human-caused climate change, others require climate change education but not necessarily that it is human-caused, and some states do not mandate climate change education at all.

In states requiring human-caused climate change education, there is a noticeable improvement in student understanding. For example, 57% of teenagers correctly identify emissions from human activity as the primary cause of rising global temperatures. However, there are still misconceptions among students. When asked if plastic trash in oceans, rivers, and lakes was a major contributor to climate change, nearly three-quarters of teens responded yes, but plastic pollution in waterways is not a primary driver of changes to the earth's climate.

The national survey conducted by EdWeek Research Center found that less than half of teenagers in the United States know that nearly all climate scientists agree that human activity is the biggest contributor to climate change. Moreover, many teens are not confident in their knowledge of climate change, with only 12% saying they know "a lot" about the causes of climate change and even fewer knowing about solutions to climate change.

The survey also revealed that 37% of teenagers feel anxious when they think about climate change and its effects, and more than a third feel afraid. This anxiety highlights the need for a comprehensive approach to climate change education, extending beyond science class to include social-emotional learning and outdoor activities.

Laura Schifter, a senior fellow with the Aspen Institute, emphasizes that a changing climate will affect many industries and the expertise required to succeed in them, such as healthcare, construction, and fashion design. Therefore, a base level of understanding about climate change needs to be developed and reinforced throughout K-12 schooling.

Changes to standards can take longer and be a harder process, but they are considered a strong policy lever for integrating climate education. Even in states that require human-caused climate change education, teenagers may not retain the knowledge beyond their initial learning. Teachers, therefore, remain a primary source of information on climate change for teenagers, with 71% learning "a lot" or "some" about climate change from their teachers.

In conclusion, while there is progress in some states, there is still a significant gap in climate change education in the United States. A comprehensive, long-term approach is needed to ensure that students are well-informed about climate change and its impacts, and are equipped with the skills to address the challenges posed by a changing climate.

Adolescents Struggling to Recognize Climate Change Causes: Understanding the Implications