Abby Stone ‘26
Seven in ten adults in the United States believe in the goal of environmental justice; however, eight in ten are unaware of any federal efforts to advance it. This gap in awareness is alarming, highlighting the need for comprehensive climate justice education in our schools. If we want to equip the next generation with the tools to combat climate change, we must start by integrating interdisciplinary climate literacy into our education system.
On Tuesday, February 11th, I joined eight of my fellow St. Markers and faculty advisor Ms. Lohwater at the Massachusetts Youth Climate Coalition (MYCC) protest and legislative session. We spent the day learning from students, educators, and nonprofit leaders about how climate change is being addressed by our state government. With over 400 people marching to the Massachusetts State House, we advocated for meaningful climate action, including six key bills. One of these was the Interdisciplinary Climate Education Bill (HD1596), which we personally presented to Representatives Josh Tarskey and Kate Donahue.
What is the Interdisciplinary Climate Education Bill?
The Interdisciplinary Climate Education Bill aims to integrate climate justice education into public school curricula. The bill would establish a trust fund to provide financial resources for school districts to develop and implement interdisciplinary climate literacy plans. These plans would not only educate students on climate science but also emphasize environmental justice, empowering them to make informed decisions for a healthier planet.
Additionally, the bill proposes the creation of an Advisory Council, composed of students, educators, and nonprofit leaders, to guide the Education Commissioner in shaping these initiatives. Schools serving environmental justice communities would be prioritized for funding, ensuring that those most impacted by climate change receive the support they need.
The bill, sponsored by Representative Mindy Domb and Senator Jason Lewis, has yet to be assigned to a committee, but it will likely fall under the Joint Committee on Education. If passed by the Massachusetts State Legislature, it would then go to Governor Maura Healey for approval or veto.
Why Cosponsorship Matters
The goal of the MYCC protest and legislation session was to persuade state representatives to cosponsor these bills because a cosponsorship indicates to Congress that it already has strong legislative support. It tells other members of the House and Senate that the bill is a priority, increasing its chances of being passed. If enacted, this bill would bring climate justice education into all Massachusetts public schools, ensuring that every student has the opportunity to learn about sustainability and environmental responsibility.
Why Should Students Learn About Environmental Education?
Understanding environmental justice is not just about learning facts; it is about recognizing the real-world consequences of climate change and realizing that we have the power to make a difference. Education sparks action, and action creates a healthier planet. When people are taught about climate issues the right way, they do not just memorize statistics—they feel inspired to engage in activism, advocate for policies, and adopt sustainable practices. I know this firsthand. My involvement in the MYCC legislative session was not just by chance. It was because of a science class discussion during my sophomore year and my participation in my school’s Students for Sustainability program. Without this guidance, I might never have found my voice in this movement. Schools have a powerful role in equipping students with the knowledge and tools to take action on climate change, and it’s essential that every student has access to this opportunity.
Beyond teaching students about global warming or carbon emissions, schools must address the systemic inequalities marginalized communities face due to climate change. By learning about environmental injustices such as lack of access to clean water and air, students become better global citizens who work toward solutions rather than perpetuating these inequities. Climate education should also go beyond science. It should incorporate economics, politics, ethics, and even journalism. When students see how these issues connect, they begin to understand the bigger picture and realize that they, too, can be part of the solution.
Equally important, students must learn how government and policy shape climate action. Education should not just inform students about problems—it should show them how to be part of the solution through civic engagement. When young people learn how policies are made, how legislation is passed, and how advocacy influences change, they gain the confidence to take action. The next generation of leaders is sitting in classrooms right now, waiting for the knowledge and encouragement to create real change. If we equip students with the tools to address environmental issues, we create a future where marginalized communities receive the support they deserve and where sustainable policies shape a better, more just world for all of us.
What Our Legislators Had To Say
While Representatives Tarskey and Donahue appreciated the passion of our student body, they raised two key concerns: financial equity and the challenge of ensuring teachers are prepared to teach climate justice. These concerns are valid as introducing climate education effectively requires both funding and proper training for educators. However, the proposed bill addresses these challenges by providing funding that allows for professional development, curriculum resources, and the support necessary to integrate climate justice into classrooms.
Additionally, climate justice does not need to be an entirely separate course. By incorporating it into existing subjects like science, social studies, and even English, schools can make climate education more accessible without overburdening teachers. A well-supported, well-resourced approach ensures that climate education is both practical and impactful. The question is no longer whether we can afford to teach climate justice, but whether we can afford not to.
The Time is Now
The urgency of the climate crisis demands action, and education is one of the most powerful tools we have. Passing the Interdisciplinary Climate Education Bill would be a monumental step toward equipping students with the knowledge and skills they need to build a sustainable future. The time for climate justice education is now because ignorance is not an option when the fate of our planet is at stake.