I don’t know about you, but since work from home started in earnest, meetings seem full of check-in questions. Don’t get me wrong, I like them. One of my favorites that comes up regularly is, who was your favorite teacher? Answers always feature people whose love and passion for their area of expertise shine through in their teaching.
Working with Marie Fargo, our Instructional Resources Coordinator, to plan a new K-2 climate change resource, I was reminded of this phenomenon. As we brainstormed ideas that connect climate change to K-2 standards, I found myself filled with memories of warm summer days in my Grandma’s flower garden, watching the hens and chicks spreading out into the pebble-covered path and the sounds of my grandfather and uncles lamenting the weather and attempting to plan that year’s corn crop. These fond memories made me focus on topics like crop production and farming, pollination, and climate change. Unsurprisingly, I prefer to focus on these topics; they make me feel warm and nostalgic, are central to my being, and are impacted by climate change.
Teachers’ best work happens when their personal interests and professional expertise align and they have the resources and support to put theory into practice.
- You need support on how to teach climate change:
Educators tend to shine when they teach about things they love and when they have support. It’s no wonder that many teachers only spend 1-2 hours a year on climate change — a subject that has and continues to be dominated by narratives of loss, sadness, guilt and culpability. Further limiting teacher’s interest in teaching climate change are the flurry of politically charged narratives and perceived lack of support for teaching the topic in anything that isn’t science.
I applaud and marvel at the teachers who have been teaching climate change for decades. We see you. However, most teachers find themselves among the majority of Americans who believe in climate change and think it should be taught in school but just aren’t sure how or where to start. This gap isn’t a result of the teachers not doing the work. It’s more systemic than that. The systems teachers use to learn about key subjects and ways to incorporate those topics into their practice are lagging behind.
- You need access to quality teaching materials that center local climate change challenges and solutions:
To teach climate change effectively, teachers need access to quality, local teaching materials, time to adapt and implement them, and ongoing support to continue the work.
Several polls have shown that educators don’t teach about climate change because they feel uninformed about it or that the science is out of their depth. Furthermore, if educators feel under-supported by their administrators in their effort to teach climate change, they are far less likely to do so.
There are many states and school districts addressing teachers’ concerns and filling needs with innovative and scalable models of climate change education. The Wisconsin Climate Education Hub was created to provide educators with quick, easy access to high-quality instructional resources to support the state’s requirement for environmental education. They are now working with Wisconsin educators to create new instructional materials centering Wisconsin-based issues and solutions. An example closer to Climate Generation’s home is in Saint Paul Public Schools (SPPS). The facilities team leads the SPPS Sustainability Program, which provides teaching materials to educators, guidance on how to jump in to support their district’s climate action plan, and supports students to lead action projects at their schools.
- You need ongoing training:
Not knowing where to get support or what materials to use to incorporate climate curriculum into your plan can be exhausting. On top of that, it can be tiring to not be connected to a community of other educators and mentors going through the same challenges you are.
Each year, Climate Generation hosts our Summer Institute for Climate Change Education – registration for our 19th year has just opened! At the Summer Institute, educators connect to a vast network of climate change professionals. They are inspired to learn new connections to the subjects they teach and to fill their virtual tote bags with instructional materials and curriculum. Professional development events, like a Summer Institute, reinvigorate educators, but they don’t solve some of the major challenges they face trying to transform their teaching practice.
Teachers need that reinvigorating spark from an event, and they also need sustained support for the long-lasting passion. It’s well known that people remain excited for about 2 weeks after a professional development event. Rather than one-off events for support, teachers require a mixed bag of options that extend throughout the year. Educators who engage in 50 or more hours of professional development from workshops, online communities, personal research, instructional coaching, and peer-to-peer working groups are far more likely to change their practice and find the support they need to sustain the change.
This is why Climate Generation offers the Teach Climate Network and regional education support. The Teach Climate Network provides year-round professional development opportunities for K-12 and nonformal educators through: monthly webinars, regular working groups, and a monthly e-newsletter with tips and tricks on teaching climate change. Our regional education work supports educators through facilitated curriculum coaching, communities of practice, and paid working groups. This year, in collaboration with our Talk Climate Program, we also offered a unique Inspiring Stories project to help educators find their personal connection to climate change.
To ignite change in how we teach about climate change, we need to help educators find their passion for climate change education. We must replace the overly simplistic narratives we’ve become accustomed to with stories of love, compassion, enthusiasm, and strength.
Teaching about climate change and moving people to take action on climate change doesn’t require a deep understanding of the greenhouse effect. To those of us teaching climate change day in and day out, we’ve learned that climate change resilience and adaptability, or the ability to bounce back from climate change impacts, is what communities need to understand and respond to the climate crises they are facing now.
There are many ways to teach about climate change that uplift the people power behind climate change solutions and center a just transition to a brighter, safer, and more equitable future. We suggest teaching activities that engage people on a personal level, weave in some hands-on exploration of climate change facts, and support action-based projects in their local communities. I encourage you to join our Teach Climate Network to get access to the many opportunities we offer to build your climate education practice.
Teaching about climate change and its connections back to farming makes me feelcloser to my family. You can read my climate story on Climate Generation’s Blog. I’m keeping my family traditions alive by continuing to learn how to best steward and tend the earth in an unpredictable future. Teaching others how to do so helps me build my community and welcome others into my world.

Lindsey Kirkland supports on-going climate change education programs for K-12 educators and public audiences. As the Education Manager, she also develops a vision for and provides strategic coordination for programs focusing primarily on professional development for teachers and informal educators. Lindsey is adjunct faculty at Hamline University and supported the development of their Climate Literacy Certificate, a contributing author of NSTA’s Connect Science Learning journal, and an active member of Climate Literacy and the Energy Awareness Network (CLEAN) and the North American Association of Environmental Education (NAAEE) Guidelines for Excellence writing team. Lindsey has served as an environmental educator with the AmeriCorps program the NJ Watershed Ambassadors, worked as a naturalist and education program coordinator for the NJ Audubon Society, and assisted in program development for museums, universities, and new nonprofit organizations in the United States and Australia. Lindsey holds a BS in Environment, Conservation and Fisheries Sciences from the University of Washington in Seattle, WA and a MEd in Science Education from Rutgers University in New Brunswick, NJ. In her spare time, Lindsey enjoys spending time with her husband and her son.
The post 3 reasons why you are burnt out teaching climate change, and how to sustain your spark appeared first on Climate Generation.
3 reasons why you are burnt out teaching climate change, and how to sustain your spark
Climate Change
Q&A: “False” climate solutions help keep fossil fuel firms in business
From cross-border pipelines for green hydrogen that can also carry natural gas, to sustainable aviation fuel that threatens forests, and costly carbon capture projects that are used to recover more oil, “false solutions” to climate change have gained ground in recent years, often backed by fossil fuel firms.
A new research paper, published last month in the journal Energy Research and Social Science, shines a light on this trend, exploring such projects that have also caused environmental injustices such as air pollution or depriving communities of their source of income.
The study by the Institute of Environmental Science and Technology at the Universitat Autònoma de Barcelona (ICTA-UAB), in collaboration with the University of Sussex, is based on 48 cases of environmental conflicts around the world, contained in the ICTA-UAB’s Global Atlas of Environmental Justice (EJAtlas).
The selected cases range from Norway’s Trollvind offshore wind farm, built partly to decarbonise the power supply to the Troll and Oseberg oil and gas fields; to US fossil fuel firms working with the dairy industry to turn manure into biogas; and a tree plantation in the Republic of Congo proposed by TotalEnergies, where locals say they have been prevented from accessing their customary farmland.
“House of cards”: Verra used junk carbon credits to fix Shell’s offsetting scandal
The researchers argue that “false solutions” – which also include large-scale carbon offsetting projects, many of which have been discredited – help to reinforce the political and economic power of the industry that is responsible for the climate crisis, and are undermining the global energy transition.
Climate Home News spoke to co-author Freddie Daley, a research associate at the University of Sussex’s Centre for Global Political Economy, about the paper’s findings and implications for climate policy.
Q: What was your motivation in exploring these types of “false solutions” to the climate crisis?
A: It’s very much a reaction to the fossil fuel industry insisting these technologies are solutions, rather than us creating a typology of things that are not working. All of the [paper’s] authors are very keen on a habitable planet – and we’re not going to let perfection be the enemy of the good.
But this is a call [to] arms to say that governments need to be very careful about what they’re giving public subsidy to, because in a complex situation – where there’s an urgency for reducing emissions but also for creating sustainable livelihoods and for ensuring that the needs of people living in and around these projects are met – I think it’s very important to scrutinise the viability of these schemes.
The starting point was off the back of oil majors – or so-called integrated energy companies – coming out and being very bullish on sustainability and net zero, and alongside this, proffering that they were part of the solution to climate mitigation, energy transition, job creation, green growth. And we took this as a problem statement to begin our analysis: How can fossil companies be part of the solution?
Q: What did your work reveal about “false solutions” and how can it deepen understanding of them?
A: “False solutions” is a term that’s been used for many, many years by Indigenous groups and by frontline communities – so we wanted to formalise it because it’s not really been engaged with in academic literature so far. We thought it was quite a big gap that needed to be filled.
We thought how can we categorise it? How can we help redefine it? What are the characteristics of these false solutions? So we dug into the data, the EJ Atlas, across many technologies – from hydrogen through to carbon offsets and biofuels, but also renewable energy projects, because we were finding that renewable energy projects causing conflicts were either being used to fuel fossil fuel production, such as solar panels or wind turbines to run rigs, which we thought was an interesting pattern – and also utility-scale renewable energy projects which were operated by fossil fuel firms.
Out of total energy generation, fossil fuel companies’ production of renewables is a tiny, tiny fraction. Why do these projects exist, and how do they operate within the broader energy system? We wanted to look at what their function was – and going through the data and the lived experience of the communities on the frontlines of these projects, we found that they’re very much used to legitimise fossil fuel expansion or just continued operation.
Is the world’s big idea for greener air travel a flight of fancy?
And then we also looked at the governmental role within the institutions as well – so fossil fuel firms using these technologies and these false solutions as ways to garner public subsidy, particularly for carbon capture and storage (CCS) and hydrogen, to some degree.
And what we found across all these cases was they did very little to reduce emissions and generated environmental conflicts… and they ultimately delayed an energy transition, or the sort of industrial transformation that’s required to deliver deep and rapid emissions cuts.
Q: Shouldn’t fossil fuel companies be able to use all the climate solutions available to help reduce their emissions while the world is transitioning away from coal, oil and gas?
A: My response [to that argument] is to actually look at the data. When people say hydrogen and CCS are very important and they’re crucial, I don’t disagree with the idea that we might need some sort of technology to suck carbon out the atmosphere at some point in the future. But currently, the operational projects are not delivering that, and fossil fuel projects should not be expanded on the premise that future technologies can undo their emissions.
Just a few weeks ago, the Financial Times ran a very big story about how most of the oil majors have cancelled all their hydrogen projects because the scale of it’s not there yet, and they don’t think it’s going to stack up. These are companies with huge amounts of capital in an easy-to-abate sector – energy – saying we’re not going to do this. So you have to question the plan of hydrogen as a solution, if even the people that have the expertise and the capital to make it work are saying we’re not going to do this because we cannot make it work.
Likewise with carbon capture, many of the large energy projects and energy producers that have garnered vast amounts of public subsidies on the promise that they will do carbon capture are cutting those research projects down.
So at this stage in the energy transition – which some people call the “mid transition”, the difficult part – I think we need to scrutinise these technologies and look at what they do deliver on a project-by-project basis, and then on an aggregate basis.
Q: High-carbon industries say they need government subsidies to cover the high cost of researching, developing and creating markets for new technologies to help combat climate change. Is this justified?
A: I’m a big believer in the idea that the energy transition – the ideal energy transition, which is one of scaling up new industry while phasing out an old one – is going to require not only public money, but public coordination. That means states actively stewarding investment, picking winners and sequencing what is going to be a highly disruptive process.
I think public subsidy is necessary. We need to see deep and rapid decarbonisation, especially in wealthy industrialised states, but it should be used in a very targeted way to scale up technologies which have a marked impact on emissions and also uplift welfare as well – so heat pumps insulating homes in poorer communities. With these sort of things, you get your bang for your buck.
Comment: The battle over a global energy transition is on between petro-states and electro-states
You don’t get bang for your buck giving BP and Shell money to pilot a carbon capture and storage facility. It’s an extension of existing relationships between big business and government that needs to be looked at closely in the context of energy transition, because ultimately, these companies are not serious about transitioning at the requisite speed or scale to stave off climate disaster.
Look at both oil and gas companies’ ownership of renewable assets (1.42% of operational renewable projects around the world) and the renewables share of their primary generation (0.13%). They have the capital, and they have the know-how to do this. They haven’t done it. The question is, why do they need more public subsidy to continue not doing it?
This interview was shortened and edited for clarity.
The post Q&A: “False” climate solutions help keep fossil fuel firms in business appeared first on Climate Home News.
Q&A: “False” climate solutions help keep fossil fuel firms in business
Climate Change
States Say They Need More Help Replacing Lead Pipes. Congress May Cut the Funding Instead.
The U.S. House voted to cut millions promised for the work this year. The Senate will vote this week, as advocates and some lawmakers push back.
The Senate is taking up a spending package passed by the House of Representatives that would cut $125 million in funding promised this year to replace toxic lead pipes.
States Say They Need More Help Replacing Lead Pipes. Congress May Cut the Funding Instead.
Climate Change
6 books to start 2026
Here are 6 inspiring books discussing oceans, critiques of capitalism, the Indigenous fight for environmental justice, and hope—for your upcoming reading list this year.

The Deepest Map: The High-Stakes Race to Chart the World’s Oceans
by Laura Trethewey (2023)
This book reminds me of the statement saying that people hear more about the moon and other planets in space than what lies beneath Earth’s oceans, which are often cited as ‘scary’ and ‘harsh’. Through investigative and in-depth reportage, ocean journalist and writer Laura Trethewey tackles important aspects of ocean mapping.
The mapping and exploration can be very useful to understand more about the oceans and to learn how we can protect them. On the other hand, thanks to neoliberal capitalism, it can potentially lead to commercial exploitation and mass industrialisation of this most mysterious ecosystem of our world.
The Deepest Map is not as intimidating as it sounds. Instead, it’s more exciting than I anticipated as it shows us more discoveries we may little know of: interrelated issues between seafloor mapping, geopolitical implications, ocean exploitation due to commercial interest, and climate change.

The Code of Capital: How the Law Creates Wealth and Inequality
by Katharina Pistor (2019)
Through The Code of Capital, Katharina Pistor talks about the correlation between law and the creation of wealth and inequality. She noted that though the wealthy love to claim hard work and skills as reasons why they easily significantly generate their fortunes, their accumulation of wealth would not last long without legal coding.
“The law is a powerful tool for social ordering and, if used wisely, has the potential to serve a broad range of social objectives: yet, for reasons and with implications that I attempt to explain, the law has been placed firmly in the service of capital,” she stated.
The book does not only show interesting takes on looking at inequality and the distribution of wealth, but also how those people in power manage to hoard their wealth with certain codes and laws, such as turning land into private property, while lots of people are struggling under the unjust system.

The Intersectional Environmentalist: How to Dismantle Systems of Oppression to Protect People + Planet
by Leah Thomas (2022)
Arguing that capitalism, racism, and other systems of oppression are the drivers of exploitation, activist Leah Thomas focuses on addressing the application of intersectionality to environmental justice through The Intersectional Environmentalist. Marginalised people all over the world are already on the front lines of the worsening climate crisis yet struggling to get justice they deserve.
I echo what she says, as a woman born and raised in Indonesia where clean air and drinkable water are considered luxury in various regions, where the extreme weather events exacerbated by the climate crisis hit the most vulnerable communities (without real mitigation and implementations by the government while oligarchies hijack our resources).
I think this powerful book is aligned with what Greenpeace has been speaking up about for years as well, that social justice and climate justice are deeply intertwined so it’s crucial to fight for both at the same time to help achieve a sustainable future for all.

As Long As Grass Grows
by Dina Gilio-Whitaker (2019)
Starting with the question “what does environmental justice look like when Indigenous people are at the centre?” Dina Gilio-Whitaker takes us to see the complexities of environmental justice and the endless efforts of Indigenous people in Indian country (the lands and communities of Native American tribes) to restore their traditional cultures while healing from the legacy of trauma caused by hundreds of years of Western colonisation.
She emphasizes that what distinguishes Indigenous peoples from colonisers is their unbroken spiritual relationship to their ancestral homelands. “The origin of environmental justice for Indigenous people is dispossession of land in all its forms; injustice is continually reproduced in what is inherently a culturally genocidal structure that systematically erases Indigenous people’s relationships and responsibilities to their ancestral places,” said Gilio-Whitaker.
I believe that the realm of today’s modern environmentalism should include Indigenous communities and learn their history: the resistance, the time-tested climate knowledge systems, their harmony with nature, and most importantly, their crucial role in preserving our planet’s biodiversity.

The Book of Hope
by Jane Goodall and Douglas Abrams with Gail Hudson (2021)
The Book of Hope is a marvelous glimpse into primatologist and global figure Jane Goodall’s life and work. The collaborator of the book, journalist Douglas Abrams, makes this reading experience even more enjoyable by sharing the reflective conversations between them, such as the definition of hope, and how to keep it alive amid difficult times.
Sadly, as we all know, Jane passed away this year. We have lost an incredible human being in the era when we need more someone like her who has inspired millions to care about nature, someone whose wisdom radiated warmth and compassion. Though she’s no longer with us, her legacy to spread hope stays.

Ocean: Earth’s Last Wilderness
by David Attenborough and Colin Butfield (2025)
“I could only have dreamed of recording in the early stages of my career, and we have changed the ocean so profoundly that the next hundred years could either witness a mass extinction of ocean life or a spectacular recovery.”
The legend David Attenborough highlights how much humans have yet to understand the ocean in his latest book with Colin Butfield. The first part of it begins with what has happened in a blue whale’s lifetime. Later it takes us to coral reefs, the deep of the ocean, kelp forest, mangroves, even Arctic, Oceanic seamounts, and Southern Ocean. The book contains powerful stories and scientific facts that will inspire ocean lovers, those who love to learn more about this ecosystem, and those who are willing to help protect our Earth.
To me, this book is not only about the wonder of the ocean, but also about hope to protect our planet. Just like what Attenborough believes: the more people understand nature, the greater our hope of saving it.
Kezia Rynita is a Content Editor for Greenpeace International, based in Indonesia.
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