YOUTH NARRATIVE AND VOICE

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YOUTH NARRATIVE AND VOICEPrinciples for Effective Climate, Energy and Environmental Education in Alberta

Many thanks to the Alberta Council for Environmental Education (ACEE), who commissioned Climate Outreach to conduct this work and generate this report. ACEE works collaboratively to advance environmental education, which includes education around climate change and energy. It is a nonprofit organization with charitable status.

About Climate Outreach

Climate Outreach is a team of social scientists and communication specialists working to widen and deepen public engagement with climate change. Through our research, practical guides and consultancy services, our charity helps organizations communicate about climate change in ways that resonate with the values of their audiences and builds the social mandate for climate action. We have more than 15 years’ experience working with a wide range of international partners including central, regional and local governments, international bodies, academic institutions, charities, businesses, faith organizations and youth groups.

+44 (0) 1865 403 334 @ClimateOutreach [email protected] Climate Outreach www.climateoutreach.org Climate Outreach

Project team

Authors

Dr Christopher Shaw, Senior Programme Lead - Research, Climate OutreachAmber Bennett, Research Associate, Climate OutreachDr Susie Wang, Researcher, Climate Outreach

Editing & Production

Kate Heath, Project Manager, Climate OutreachLéane de Laigue, Communications Lead, Climate OutreachVictoria Gimigliano, Digital Communications Coordinator, Climate OutreachElise de Laigue, Designer, Explore Communications - www.explorecommunications.ca

Acknowledgements

We would like to thank Maria Granados (ACEE) and Shelagh Pyper (Fuse Consulting) for their work to run workshops with students and overall contribution to the success of this project, and we thank the Advisory Committee for their support and guidance throughout the project. We also offer a special thank you to the teachers and students who participated in the Youth Narratives workshops, without whom this work would not have been possible. We would also like to thank the Government of Alberta, Calgary Foundation, Energy Efficiency Alberta and Suncor Energy Foundation, who provided funding for this project.

Advisory Committee — the following people helped guide this work: Maria Granados, Gareth Thomson and Kathy Worobec (ACEE); Coleman Vollrath (University of Calgary); Hira Shah (CPAWS - Southern Alberta Chapter); Nathan Maycher (Suncor); Olena Olafson (Calgary Board of Education); Laura Hughes (Pembina Institute); Ashley Grieve (Teacher, Global Environmental Outdoor Education Council); Shelagh Pyper (Fuse Consulting).

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Cite as: Shaw, C., Bennett, A. and Wang, S. (2020) Youth Narrative and Voice: Principles for Effective Climate, Energy and Environmental Education in Alberta. Oxford: Climate Outreach.

Cover: Students showcasing their solar energy learning project at a climate change education event. November 2017. Photo by the Alberta Council for Environmental Education.

NOVEMBER 2020

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Contents

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Executive summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

10 principles for effective climate, energy and environmental education in Alberta . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Summary of key findings that underpin the 10 principles . . . . . . . . . . . . . . . . . . . . 8

Key findings from workshops with Alberta students . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Key findings from interviews with Alberta teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Key findings from the survey of Alberta youth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Suggested narratives to engage youth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Tips to keep in mind when engaging youth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Values to draw on when engaging youth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13

Suggested narratives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Suggested youth narratives (ages 13-18) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15

Young children’s narratives (ages 9-12) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16

Detailed results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Educator interviews . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Results from the workshops . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19

What do students want to learn? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19

Negotiating the politics of climate change and energy policy. . . . . . . . . . . . . . . . 22

Making climate change and energy relevant and substantive . . . . . . . . . . . . . . . 22

Living with ‘eco-anxiety’ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Connecting the physical and social science of climate change . . . . . . . . . . . . . . 26

Results from the survey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Conclusion and next steps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30

References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

4 CLIMATE OUTREACH Youth Narrative and Voice

The workshops and supporting research described within this report were undertaken before the Covid-19 pandemic took hold. The world has changed and educators have had to change with it.

Nonetheless, climate change was, and continues to be, one of the top concerns for today’s children and youth – in terms of both the impact it has on their current health and also for their future. A recent study reported that climate change was identified as a top priority for action by Canada’s youth.5 This finding should not be surprising, given that it is an issue which poses both immediate and longer term challenges for young people.

In the short term, young people face the anxiety of seeing the natural world change around them, and encounter apocalyptic narratives in the media on a daily basis. Yet students told us that they sometimes find it difficult to talk about these issues at school and at home.

In the longer term, young people (especially those coming to the end of school) are thinking about their work prospects, and wondering if they will ever be able to build a career, buy a home of their own, raise a family or look forward to a prosperous life in which they can flourish. All these dreams feel threatened by the prospect of an increasingly unstable climate, and an environment facing multiple threats.

There is little reason to think that the Covid-19 pandemic has done anything other than exaggerate these worries. A recent national study published by Children First Canada reports “our children are not alright” under the mounting stress of the pandemic.6

Adults in roles such as parents and teachers can act as a buffer for child stresses. However, as Alberta teachers adjust to a new world of teaching, they report extreme levels of stress, fatigue and anxiety themselves,7 while women with children under the age of 18 have shown significantly increased levels of depression and anxiety since the start of the pandemic — both of which could have a negative effect on children’s mental health and well-being.8

As vulnerable as children are, they also have incredible resilience, strength and wisdom. As such, this report aims to center and lift their voices and combine these with practical information to provide guidance to educators and decision-makers.

Introduction

Young people participating in Climate Strike. Calgary, Sept 2019. Photo: © Christina (plus) Nathan Photography

5CLIMATE OUTREACH Youth Narrative and Voice

This report provides educators with 10 principles for developing new energy and climate change education resources in Alberta, and example narratives and language to engage students. The findings and recommendations are drawn primarily from a series of workshops with Alberta students held during the fall of 2019. A survey of Alberta youth conducted by Leger,1 a literature review and interviews with Alberta teachers provided additional insights that deepened, broadened and ‘sense checked’ the workshop results.

The survey, workshops and other recent research revealed low levels of climate literacy amongst students in Alberta. In fact, students here trail behind the rest of the country.2 Most students are concerned about climate change already and believe that we need to take action, but lack the knowledge, skills and sense of agency to make change — for no other reason than they are young and have yet to develop life experiences.3

Students want to improve their knowledge so they can be active agents in responding to climate change and prepare for their future. Educators say they struggle to meet this need because they lack scientifically robust, engaging and up-to-date resources to use in their teaching. In addition, there is insufficient time in the curriculum given over to teaching climate change and energy.

We find that a lack of adequate education has created a vacuum, which is filled in part by apocalyptic climate change narratives that students encounter outside of the classroom. Consequently, students experience high levels of ‘eco-anxiety’ and a fatalism about their future. The vacuum is also filled with misinformation about the certainty of climate change and its causes. In a minority of cases (10%), students are skeptical and sometimes oppositional to climate education and action.4

Raising levels of climate literacy can best be achieved by developing curricula and resources that relate climate change to the immediate experiences, environment and values of Alberta students. These experiences and values may be different for students depending on location, predominant attitudes, gender and age.

The science of climate change causes and impacts is an important element of building understanding of the processes and changes in global energy flows and climate systems. This knowledge is best combined with practical information that develops a sense of agency in students, which can help overcome apathy and lack of engagement with hopeful, constructive, solution-oriented narratives about energy transitions.

Executive summary

Children and young people participating in Climate Strike. Calgary, Sept 2019. Photo: © Christina (plus) Nathan Photography


The adult lives of today’s young people will be

shaped by efforts to transition to a low or zero-

carbon economy. In order that they understand

those changes and contribute to their success,

Alberta educators are challenged to provide

youth with the knowledge, skills and confidence

needed to participate in the changes to climate,

energy, social and technological systems already

underway. These 10 principles aim to equip

educators with approaches that resonate with the

concerns and aspirations of their students and

provide the best possible support for their future.

10 PRINCIPLESfor effective climate,

energy and environmental education in Alberta


n ACKNOWLEDGE AND ACCOMMODATE ANXIETY Big issues impair our ability to think, and students need to feel safe and secure to engage. Lessons should begin by acknowledging students’ feelings and the legitimacy of climate anxiety — and then rapidly pivot to focusing on real-life solutions and applied skills that can build agency, opportunities, confidence and hope.

o FOCUS ON BUILDING CLIMATE LITERACY Resources should increase climate literacy to enable a greater understanding of impacts and solutions. Students expressed a desire to understand more about how the energy and climate systems interact. Students want to know what they can do to make a difference to their future.

p EDUCATE ABOUT ALL FORMS OF ENERGY Students are keen to learn about all forms of energy, including renewables and the combustion of fossil fuels, and what they can do to reduce their contribution to climate change.

q MAKE IT RELEVANT TO STUDENTS’ LIVES Relate discussions of climate and energy to what is local, familiar and relevant to students.

r BUILD INTEREST AROUND STUDENTS’ VALUES AND CONCERNS For older students, connect discussions of energy to their career prospects and implications for their transition to adulthood. For younger students, nature, wildlife and the local community’s history and industry can provide an engaging entry point into discussions of climate change and energy.

s USE IMAGES THAT REFLECT THESE PRINCIPLES Make use of appropriate imagery to stimulate conversation and provide an accessible means of engaging with this complex subject.

t USE THE RIGHT WORDS AND STICK TO THEM Develop and adhere to a shared and consistent language to establish student understanding. One benefit: this will help clarify the concepts of pollution, climate change and energy — and the relationship between these three.

u FOCUS ON APPLIED SKILLS Identify and share actionable forms of knowledge — and provide students with the opportunity to practice relevant skills. Relate abstract science to practical, concrete, hands-on skills and life experience in which students can engage right now. These skills also include knowing how to be an engaged citizen. Devote time to civic engagement and the social science of energy transitions and climate change.

v RESPECT STUDENTS’ BACKGROUNDS Be respectful of students’ family backgrounds and the opinions of their parents — parents and formative home experiences are an important influence on a student’s attitudes to climate change and energy transition. Students must not be made to choose between connection to family and connection to peers and educators.

w UPDATE EDUCATION RESOURCES Alberta’s educational leadership must provide teachers and educators with up-to-date and engaging resources for teaching about energy and climate change, including formal and informal professional development support for those educators who do not feel confident about teaching these subjects. This principle is different from the rest — it is not actionable by teachers, but only by the system within which teachers and educators serve.


The principles for effective climate engagement synthesize key findings from three primary research sources: 14 narrative workshops with Alberta youth (172 students in total, from grades 4-12); interviews with Alberta educators; and a province-wide survey of 500 Alberta youth. Findings are summarized below (detailed findings and methodological overviews can be found in later sections of this report).

Summary of key findings that underpin the 10 principles

Key findings from workshops with Alberta students

¨ Given a lack of adequate education, students tend to fill their knowledge gap with erroneous narratives that lead them away from, not towards, energy and climate literacy.

¨ Students expressed a sense of being overwhelmed by the scope, scale and urgency of energy, climate and environmental issues.

¨ There is an appetite for conversations about energy and climate change. Students across all grades were enthusiastic and we experienced no difficulty recruiting students to participate in the workshops.

¨ Most students expressed appreciation for their hometowns, valuing safety, a sense of community and proximity to nature and recreational spaces. When asked what makes Alberta distinct, students consistently mentioned mountains, cold/extreme weather and oil and gas, as well as conservatism and the difficulty they felt in freely voicing different or dissenting opinions.

¨ Students expressed a wish to know more about the connection between energy, climate and carbon cycles — but in an applied way that could give them the knowledge needed to take meaningful action on climate change and prepare for the jobs of the future. They want to hear about the problems AND what they can do to make a difference.

¨ The local natural environment is an important opportunity to engage students with climate and energy curricula. They related the issues of pollution and climate change to what was happening in their towns and cities. Equally, focusing on local solutions can help students understand relevant and possible solutions, as well as opportunities for study and future employment.


Alberta high school students generating ideas of what they’d like to learn about at AYLEEE Summit. Photo: © ACEE

¨ Across all age groups, the language used to describe and understand climate change was non-specific — for example: “pollution”, “environment”, “waste”, “climate”, “green” — and used interchangeably. This both reflects and contributes to confusion about the drivers and impacts of climate change.

¨ There were notable differences between how younger and older students thought about energy and climate change. Younger students expressed more concern about the impacts of climate change on nature than older students. Older students were more likely to see climate change action and energy choices as social and political issues.

¨ Older students think about their future as young adults — they considered how energy transition and technology would shape the training they needed for future jobs. They sometimes related their own good standards of living to the work their parents were doing, often in the energy industry.

¨ Students encounter narratives about climate change through social media and other means, which are commonly dystopian and catastrophic. Perhaps due to this influence, students expressed ‘eco-anxiety’, and many felt there was little prospect of ‘solving’ climate change. Instead, they saw the best outcome as limiting climate change impacts.

¨ Older students noted debate and division on climate and energy questions within their households, communities and the country at large.


Key findings from interviews with Alberta teachers

¨ Teachers felt there was insufficient time dedicated to climate change education in the curriculum.

¨ Teachers reported sometimes avoiding curricula and resources about climate change or the environment that might anger or be considered controversial by parents or other faculty members.

¨ Teachers reported that they lack topical and interesting resources for teaching climate change.

¨ Teachers try to avoid controversy, and some reported adopting a core focus on informing students about climate science and avoiding associated issues (for example, by not advocating for any particular course of action).

¨ Interviewees reported that most teachers look for the support of school administrators before they deeply engage in unpacking the issues around climate change.

Classroom sessions understanding energy reduction measures. Photo: © ACEE


Key findings from the survey of Alberta youth

¨ 50% of respondents expected that Alberta’s environment would continue to worsen over the next 10 years.

¨ Alberta’s youth reported feeling that they are taking more action than other age groups to lessen their environmental impact, but focus on small-scale actions like using less plastic.

¨ Hearing about solutions to environmental problems made students feel more hopeful about the future.

¨ Respondents believed that taking action on energy and climate issues was primarily the responsibility of the government (federal and provincial) and the oil and gas industry.

¨ However, respondents also identified federal and provincial governments, and the oil and gas industry, as their least trusted sources of information on energy and the environment.

¨ High school students were most likely to trust information about climate from family and friends, followed by climate scientists and teachers.

¨ A significant percentage of students noted that while they want to take action to improve the environment, they simply do not know enough about what they can do to help.

¨ The majority of students wanted classroom lessons to include learning about climate solutions — specifically: alternative forms of energy, technological solutions and personal actions.

¨ The survey found three clear student segments:

y The Alarmed (55%) have the highest level of belief in the reality of anthropogenic climate change and are most concerned/motivated to take action in response.

y Concerned passives (35%) exhibit concerns surrounding the environment and climate change — but do not possess knowledge regarding what they can do to make a difference, and view action as less of their responsibility.

y Dismissives (10%) exhibit the lowest levels of belief in climate change and are least concerned/motivated to act.

¨ Female respondents were more likely to express concern about the environment and feel that personal actions can make a difference.


Tips to keep in mind when engaging youth

As much as is possible, educators should consider messengers carefully. Youth trust those with whom they have shared experiences and will do best with educators that are relatable — for example, someone close in age or region of origin. When it comes to climate change, Alberta youth trust friends and family most, followed by climate scientists, teachers, environmental organizations and youth leaders. Communications prepared by government and oil and gas companies are least trusted.9

As stated elsewhere in this report, it is important to avoid doom and gloom problem narratives when engaging youth, as these narratives can easily fuel a sense of hopelessness and apathy. Most students are concerned about climate change already and believe that we need to take action, but lack the knowledge, skills and sense of agency to make change — for no other reason than they are young and have yet to develop life experiences.10 At the same time, educators will do well to avoid clichés or sugar-coating communications. Older students want authentic and real language that resonates with their experience and what they already know to be true.

Finally, climate change engagement is as much a cognitive endeavour as it is an emotional one. Aside from worry about climate change, students also mentioned concerns about changing technology, loss of nature, job loss and economic stress, as well as about the division climate change causes within their families and communities. When faced with negative feelings of anxiety, worry and fear, wider research shows that students cope by either getting rid of the problem (solution strategies) or the emotion/stressor (denial strategies).11 Which strategies students use to cope can either help or hinder factual learning, and a student’s ability for critical analysis, inquiry and reflection.12

Educators can help by acknowledging and normalizing negative feelings while at the same time promoting constructive hope, by: 1) providing narratives that include concrete examples of actions young people can take independent of their parents; 2) using narratives that build trust in humanity and other individuals that have faced complex, uncertain and challenging problems in the past; and 3) focusing narratives on concrete, hands-on, relevant skills and life experiences which students can focus on right now, rather than only abstract ideas and far-away-for-them solutions (e.g. purchasing expensive solar panels or electric vehicles).13

Suggested narratives to engage youth


Values to draw on when engaging youth

Ultimately, we make sense of what climate change means to us through our values — our sense of what is important and what is right. The following table outlines the core values pertinent to Alberta youth that we have identified from analysis of the workshop transcripts.

Value Relevance

Security

The impacts of climate change and policies to reduce emissions together combine to undermine any sense of a knowable future, and students expressed a desire to be able to ground the work they are doing today in a future for which they can plan.

“I think that’s the problem, is that we don’t know how we can help. And then everybody keeps putting it on us, like: all right, figure it out. But, like, we don’t know how to figure it out because we haven’t found that out yet.”

Achievement and self-direction

Students told us of their desire to learn the hard and soft skills to build the world they want, not be passive victims of other people’s expertise and actions.

“I’d like to learn how to set up solar panels and how to build wind turbines and stuff. So instead of me just doing nothing, I could set up all these renewable energies so that we could actually have an impact.“

Place attachment

Students expressed a profound love for Alberta, both the natural landscape but also the cities and the prosperity of the country.

“Yeah, it’s really clean and like the environment here, it’s really lively and it’s really fun to live. You don’t have to worry, you don’t have to worry about anything.”

Continuity

Albertan identity and prosperity is built on the hard work of Albertans in harnessing natural resources to build prosperity. Talking of a new energy future as part of this heritage helps students connect the past and the future, and orient their actions in a narrative of hope, rooted in Albertan identity.

“Oil and gas for us is pretty big, but I feel like we could get another big industry.”

Responsibility and agency

Students recognized themselves as heirs of a privileged inheritance, which they want to protect and sustain over the coming years. They are also looking to authority figures — whether in government, business or school — to show leadership on tackling climate change.

“What are the adults doing? What are politicians doing to help our planet?”


Suggested narratives

Educators can use the following suggested narratives when working with students. These draw on the original research of the Youth Narrative Project and 2020 Youth Polling by Leger Marketing, and other recent narrative research including the 3% Project14 and the 2018 Alberta Narratives Project (see box below).

It is important to note that only a slim minority of youth, approximately 10%, are dismissive of climate action. A strong majority (90%) believe it is a serious issue that requires action.15 The following narratives were written with this balance of concern and support in mind.

The original Alberta Narratives research16 encountered the same methodological challenge — of developing value-based narratives for young children — that was encountered with the students in this project. As such, some suggested narratives for younger children are offered at the end of this section, with the caveat that further methodological development and testing is needed to develop a reliable approach specific to this age group.

The Alberta Narratives Project - 2018

In 2018, Climate Outreach collaborated with multiple partners in Alberta to deliver the Alberta Narratives Project. 75 organizations hosted 55 Narrative Workshops around Alberta, making this one of the largest public engagements of its kind.17

Partner organizations in Alberta, including the Alberta Council for Environmental Education (ACEE), spoke with a broad spectrum of people, including Alberta youth. They held eight Narrative Workshops with urban students: four with children, two with high school students and two with youth aged 19 to 28. Two suggested narratives emerged from that process, one aimed at children (aged under 16) and one aimed at youth (aged 16-28).

The results from that process mirrored the findings in the research reported here: namely, an attachment to the landscape of Alberta, a recognition of the importance of the oil industry to Alberta’s wealth, concern about future environmental degradation, a perceived lack of agency in respect of environmental issues and a strong sense amongst youth that it wasn’t their responsibility to sort out environmental problems — that this was the job of government and industry.


Suggested youth narratives (ages 13-18)

Love of Alberta

We all know Alberta is a beautiful place in which to live. The mountains, forests, wide-open spaces, nature and wild animals make Alberta special.

We can be thankful for our quality of life and to those who work hard in the oil and gas industry to create the prosperity of our families and communities.

We can build on the achievements of our parents and grandparents, by using the natural resources of Alberta to develop cleaner forms of energy, while protecting all that we love about living in Alberta.

Early adulthood

Change brings new opportunities, and you have the chance to help build the future you want.

As the world transitions to using less oil, it doesn’t need to mean less jobs in Alberta. It can mean different jobs, but good jobs, careers that offer reliable employment and opportunities for the long term.

Learning about technology and how energy works, and building practical skills like critical-thinking, listening, collaboration and dialogue will be essential for an Alberta that works for people and nature.

Climate

It is perfectly normal to feel concerned for what our future will be like if we don’t take action on climate change.

But young people find it hard to talk about climate change and the future of energy, especially because so many of our families are part of the oil and gas industry.

Without being able to ask those questions, and without being taught in schools about the climate and energy systems, we don’t know what we can do to be part of the solution. Yet we must be able to talk about it, so we can work together to live with these changes and limit the impacts of climate change. And while facing climate change is not easy, we have faced complex challenges before.

Security and responsibility for safeguarding Alberta’s environment.

Continuity, and showing respect for the hard working families of Alberta.

Connect the energy transition with the here and now, with what is tangible.

Place attachment.

Achievement and self-direction. Focus on the chance they have to make the world their own, rather than being the prisoners of the choices made by previous generations.

Responsibility and agency.

Achievement and self-direction. It is important to give young Albertans a sense of ownership and agency over their future.

Continuity.

Combine discussion of the risks with the introduction of agency, the possibility of being able to do something about this problem.

Recognize that this can be a scary subject for some young people, without going overboard with doom and gloom messages.

Young people want the knowledge that will allow them to make informed choices and contribute to a more secure and stable future for themselves and Alberta.

Teachers and students told us about the difficulties of raising the issue of climate change in a highly polarized context where people’s livelihoods are on the line.

A careful balance needs to be struck here, because brightsiding the situation could lead to a loss of trust.


Energy

Right now, across Alberta and the world, scientists, engineers, business and civil leaders are working hard to build and scale-up clean energy and other solutions that slow climate change, and are preparing our communities for future impacts. We know these are the people, the workers, who are essential to overcome the challenges we face. Young Albertans want to learn the skills needed to apply the same kind of ingenuity and entrepreneurship that built Alberta’s prosperity, and apply them to the energy transition now under way.

Demonstrate the inevitability and momentum of the energy transition.

Show the continuity between the past and the future.

Communicate a sense of hope and a positive journey.

Young children’s narratives (ages 9-12)

Climate change is here and now — we can see that the weather is changing. Science shows that the Earth’s temperature is rising, and this is linked to events like fires, floods, droughts and melting ice.

Children sometimes worry about how climate change affects wildlife, nature and their communities. They want to keep our air and water clean and reduce waste and pollution.

It is the responsibility of government, businesses and adults to protect nature and keep our communities safe. Right now, across Alberta and the world, a lot of people care. The people we trust most — scientists, engineers and community leaders — are building new technologies and cleaner energy to slow climate change.

There are many things even young children can do to help. Learn about our earth, energy and climate change and explore ways to save energy with your family, friends and classmates.

Kids visiting the Columbia Icefield, 2008. Photo: John Corvera (CC BY-NC-ND)


Educator interviews

In a province where oil and gas play a significant role in the economy, Alberta educators often face a challenging environment in which to teach about energy transitions and climate change. Overall, levels of certainty that climate change is happening, general knowledge of climate change, concern about impacts, acknowledgement of risks, and support for a greater focus on climate change education are lowest in Alberta compared to other Canadian provinces.18 A recent Canadian survey found that while a large majority (76%) of educators agree more should be done to educate children about climate change, only one third report ever teaching about it, and of those who do, they dedicate fewer than 1-10 hours per semester to the topic.19

To better understand the context in which educators deliver climate and energy education, we conducted semi-structured interviews with teachers from different areas of the province, including both urban and rural communities and northern and southern areas. Collectively, they taught a range of ages, topics and grades. Interviews were conducted in October 2019 via video conference, lasted approximately 60 minutes and covered a range of topics, such as current approaches and challenges to energy and climate education, areas of student interest and resources they currently use. The interviews were recorded, transcribed and analyzed for common patterns and themes.

While recognizing there is a diversity of opinions amongst science education professionals about what a climate change and energy (CCE) curriculum could look like, there was some common ground regarding a desire for resources that:

y Are grounded in incontestable scientific evidence, and hence can reduce controversy and are less likely to raise concern from parents

y Are specific to the issues in Alberta, and are sensitive to Albertan values and the strong feelings people have around fossil fuels as a source of livelihood, quality of life and identity

y Include case studies on what is working elsewhere and in Alberta

y Provide students with the information needed to think critically about the media and opinions they encounter

y Are current and respond to the dynamic, changing circumstances and issues of the times

y Avoid putting kids between their parents and climate change, or force them to choose

y Support students in exploring possible solutions and responses

y Allow for student-led learning

Detailed results


Previous research shows that Albertan teachers tend to de-emphasize or omit climate from the curriculum, allow insufficient time to cover material, or follow closely the decades-old Science 10 textbook that is outdated — but still used in the majority of Alberta classrooms.20,21

Climate change is most often taught within the science curriculum, with a focus on what climate change is and why greenhouse gases change the climate. This frames climate change as a scientific issue, where teachers enable students to understand the science behind climate change and have them work through the implications of the science.

Teachers are very much focused on technological solutions, rather than political change, because the science of climate change is a “safer space” with less room for controversy or accusations of indoctrination. However, educators felt that teaching climate change as a science results in quite a narrow framing of what sort of issue climate change is, and what agency is afforded students. There is insufficient attention to cross-cutting themes in curricula that allow for exploration of science-society interactions. Teachers also stressed that students want to know how climate change will affect them and want to feel empowered and listened to.

Teachers made the case that climate change should be taught in social studies to give students the opportunity to explore solutions, and to generate engagement and a sense of agency. Teachers also saw their role as one of building skills around dialogue, problem-solving and critical thinking, as opposed to telling students what to think. Lessons also need to make climate change feel relevant — this means the science needs to speak to the Albertan context, in terms of impacts, energy choices and policy debates.

Alberta students presenting to Minister LaGrange. Photo: © ACEE


Results from the workshops

Between the end of October and mid-December 2019, Climate Outreach and the Alberta Council for Environmental Education (ACEE) ran 14 one-hour workshops across nine communities in Alberta, with 172 participants in total. Fifty-six percent of participants were female and forty-four percent male, and classes spanned grades 4 to 12. Four out of the fourteen workshop groups were composed of children from culturally diverse backgrounds, with participants otherwise mostly coming from European/White backgrounds.

The purpose of the workshops was to elicit from students, in their own voices, how they want topics of climate change and energy to be taught in the classroom. These results build on the ‘What is Excellent Climate Change Education?’22 ACEE report and the Alberta Narratives Project.23 Most importantly, they give voice to the students themselves.

Workshops took place in rural and urban schools located in communities across the province, including Fort McMurray, Grande Prairie (2), Okotoks, Calgary (2), Sherwood Park, Lacombe (2), Lethbridge (2), Cochrane (2) and Airdrie (see Figure 1 map).

Students were invited to voluntarily participate in workshops, and as with any research project, required parent/guardian consent to participate. All students who wished to participate were welcome in the discussion; students from the same class not wishing to participate were offered an opportunity to participate in alternative activities. In the end, all 14 workshops had full class participation.

Climate Outreach developed the workshop scripts as a form of qualitative research that explores language and imagery around climate change and energy use. The methodology is based on Narrative Workshops designed for adults, and specifically tailored for young participants in this project. Workshops were recorded, transcribed and the transcriptions analyzed by Climate Outreach and the workshop facilitators. The workshops followed a structure and format which promotes peer-to-peer dialogue, and which grounds dialogue in participants’ identities and sense of belonging to their local community, and to Alberta more generally. Participants were also presented with a series of images to prompt discussion, and options for curricula on climate change and energy.

Figure 1. Youth Narrative Workshops were held in nine communities across Alberta.


What do students want to learn?

Students who took part in the workshops expressed limited understanding of the practical connections between energy production, energy use, carbon cycles and climate impacts. The absence of this knowledge made it difficult for them to understand how to respond to climate messages. There were generally limited levels of climate and energy literacy.

“I want to learn why trash and pollution makes the earth warmer.” (GRADE 5/6, RURAL)

“Trash. Trash, trash. More trash and years of trash.” (GRADE 5, URBAN)

¨ Students want to learn about the technological and physical science aspects of climate change so they can take practical action

“Like when we put gas at the gas station, where does it go and then how does it go?”

(GRADE 4, URBAN)

“How can we use trash to make electricity?” (GRADE 5, URBAN)

“I want to know which parts of cars and airplanes we can take out so that it releases

less gas, but still has the parts that make it fun.” (GRADE 4, URBAN)

“I think I want to learn about the engineering side, like what new technologies will we build to really stop it.” (GRADE 5, URBAN)

“I would want to learn more of how we can use more natural stuff than artificial, how we

could bring down the bills of electricity ... wind turbines to make the lights turn on.”

(GRADE 10, RURAL)

“I’d like to learn how to set up solar panels and how to build wind turbines and stuff. So instead of me just doing nothing, I could set up all these renewable energies so that we could actually have an impact.” (GRADE 4, URBAN)

“How to reduce your carbon footprint. As a kid we can’t change how our house is built, but maybe we can change little things.” (GRADE 7, RURAL)

STEM Junior Solar Sprint competition, USA, April 22, 2017. Photo: Aberdeen Proving Ground (CC BY 2.0)


¨ Students want to know what ‘stopping climate change’ means

“To see how much...we’ve impacted the earth. But now that we’re starting to commit change, we

could see, look at from how much we’ve changed from being impacting the earth to helping the earth

from year to year.” (GRADE 7, RURAL)

“If we’re going to start using clean energy completely, instead of using natural gas… how many wind turbines, solar panels would it take to power Alberta?” (GRADE 7, URBAN)

“How many trees do we have to plant?” (GRADE 9, URBAN / GRADE 7, URBAN)

¨ Students want to understand climate impacts

“How climate change has affected us, and how it could affect us in the future.”

(GRADE 10-12, URBAN)

“What kind of animals are being affected by this the most? And how can we help?” (GRADE 7, URBAN)

“Where’s our food going to come from?” (GRADE 10, RURAL)

“How do people manage to live when there’s so much pollution?” (GRADE 5/6, RURAL)

“A lot of people talk about tipping points in climate change. What do they mean and how

serious is it?” (GRADE 11, URBAN)

“What would happen to countries if they don’t have water, or it’s too hot in the country?” (GRADE 9, URBAN)

¨ Students want to know about the barriers to acting on climate change

“Why are we just starting to think about climate change now? Why didn’t we just do it earlier?”

(GRADE 7, RURAL)

“I want to know what people are doing to help it and if people are helping, or if they just don’t care.” (GRADE 4, URBAN)

“What the adults are doing. What are politicians doing to help our planet?” (GRADE 7, RURAL)

“I want to know what people can do to reduce their energy use.” (GRADE 7, RURAL)

“I’d like to learn about what Alberta’s doing to try to change [climate change] or what Canada’s doing to try to change this, and also if there are flaws in those plans that they’re making

to change this.” (GRADE 7/8, RURAL)


¨ Students want to know quite practical details about what climate policies mean for their lives, their towns, who wins and who loses

“How has the climate of Airdrie or our community changed over the years?” (GRADE 9, URBAN)

“How to get a job in those kinds of fields.” [renewable energy] (GRADE 10-12, URBAN)

“How much our carbon footprint was ... because originally we were made as a railroad

town… the change from when we became a railroad town to now.”

(GRADE 9, URBAN)

“I think that we should learn more about, not just like the pros of green energy, but also some of the cons that come with it… sure you get green energy, you have it, but like, how does it affect like the fish and stuff, right? Or, the people who live there?” (GRADE 10, RURAL)

Negotiating the politics of climate change and energy policy

Evidence from the literature review indicates effective climate change education for students needs to support their understanding of how climate change relates to more complex social interactions, and the wider contexts and practices that young people are part of. To some extent, older students in the workshops were already aware of social dynamics surrounding the issue of climate change and the impacts climate policies may have on people.

In Alberta, this often means the potential impact of climate and energy policies on their families.

“I agree that we need to stop using oil as our main source of energy. But on the other hand,

if we stop using it, my mom owns a business and multiple clients or people that work in the

oil industry. So, we put them out of jobs, and she would have no business.” (GRADE 9, URBAN)

“My dad’s a trucker that transports oil and now he works in the ETS for not clean, renewable energy sources and they’re both very conservative. So anything that you tried to mention about reducing single waste plastics producing any of our pollution, they start attacking you.” (GRADE 10-12, URBAN)

“Edmonton and Calgary like to decide a lot of anti-oil stuff but then they don’t realize that the smaller communities can’t really

survive without oil or stuff like that.” (GRADE 9, URBAN)

“Literally anytime I go to a family reunion... all of my family is very conservative and I can’t say a word. I would get in so much trouble....All of my family members, even just talking to my dad and grandpa, I get in so much trouble.” (GRADE 10-12, URBAN)

Making climate change and energy relevant and substantive

Learners act because of how they feel, not what they know. Research shows that the experience of weather and climate in the immediate environment is an important route into how students understand climate change. With this in mind, we began by exploring students’ attitudes to their local community. Students loved the safety and quality of life of Alberta, especially in the larger towns and cities, as well as the natural beauty and easy access to nature.


“Yeah, it’s really clean and like the environment here, it’s really lively and it’s really fun to live.

You don’t have to worry, you don’t have to worry

about anything.” (GRADE 7/8, RURAL)

“It’s also good because of the amount of protected areas, for wildlife and people.

Like a place for hiking and walks.” (GRADE 11, URBAN)

“We’re not so proud about the oil, but [proud] about the mountains and trees.”

(GRADE 11, URBAN)

“I also think it’s really cool living in Alberta

because of the oil [easy access].” (GRADE 5/6, RURAL)

The students all loved forests and farmland. There is much concern about the loss of farmland and it is a change they have seen in their lifetime and hear much about from adults. Students also expressed love of the space, freedom, intimacy (in the smaller towns) and varied landscapes.

“I like how there’s a lot of like local businesses and lots of like community focus and community-minded people

who will support people in their own community instead

of a big brand like Walmart.” (GRADE 10, RURAL)

“I like the wildlife, like driving down the road and seeing like a

deer run by, something like that.” (GRADE 7, URBAN)

Lots of students also expressed love for snow, and lamented how winters were warmer now, and temperatures were more unpredictable. Some also spoke about how winters may change in the future.

“Confused. Because...it’s warm, and it’s supposed to be winter. What the

heck’s going on?” (GRADE 7, RURAL)

“The temperature might continue rising and it might start getting hotter. And there will be less habitats for the animals that live in the snow or in the colder regions.” (GRADE 7, URBAN)

“I think there will be a lot more pollution and I don’t think it will be as nice as it is now because of all the pollution you’re dumping in the water and stuff. Whenever it snows and stuff,

the snow and the rain isn’t as clean as it was, because of all the garbage.” (GRADE 5, URBAN)

Boys fishing, Jasper National Park, Alberta. Photo: Bill Gracey (CC BY-NC-ND 2.0)


Students expressed a conflicted relationship with oil and gas — it is part of the identity of many regions in Alberta; it gives people jobs; but it is also a source of pollution. Many students looked forward to a time when Alberta can retain all that they value, but with clean industries.

“Oil and gas for us is pretty big, but I feel like

we could get another big industry.” (GRADE 7, RURAL)

“Even though we were famous for having one of the biggest oil and gas industries...it’s kind of a bad thing

because we’re big polluters.” (GRADE 7/8, RURAL)

“It’s not going to be less jobs. It’s just going to be different jobs. And it’s just going to

be on producing greener technologies or... thinking of ideas to save the world and stuff.

So it’s good. It’s just going to be different

jobs, not less.” (GRADE 7/8, RURAL)

“If that actually does happen, like if the oil sands does shut down... it’s not going to be as good for our economy, but...we’re going to have to have different jobs, it’s not going to go down by that much and our environmental state a lot healthier. So I think it’s gonna

bring pretty much a positive impact.” (GRADE 7/8, RURAL)

Pessimism and optimism about the future seemed balanced upon whether action would be taken to address climate change. For instance, many students expected their lives in 10 years to be more polluted, more crowded, with greater animal extinction and generally with more environmental decline. These results were echoed in the wider survey as well.24

“I think if we stay the way we are right now, all the pollution, the temperature might continue rising and

that might start to get even hotter. And the honeybees [will die] and there will be less habitat for the animals

that live in snow in the colder regions.” (GRADE 7, RURAL)

“I feel like, uh, we’re gonna become one of the biggest oil producers and it’s gonna produce a lot of pollution in our air. So it’s gonna negatively impact our environment and a lot of our forests will be gone for urban development that will also ruin our environment.” (GRADE 7/8, RURAL)

“If we keep going, how we’re going right now, we’re probably going to end up like with a horrible earth,

and we won’t be able to breathe properly. We will be constantly tripping over garbage. There will be hardly

any sea life left because of all the pollution in the oceans and the air. And then if we do something about

it, I think that it’s going to be better than now, than it is, because if we do something about it, we might have

more sea life and better air.” (GRADE 4, URBAN)

“The more people we have working on it the quicker it will go by...I want to learn about the engineering side, like what new technologies will we build to really stop it, or something like that. Like the small things are important but like the really big engineering things that will really make a difference.” (GRADE 11, RURAL)

Building engagement amongst young adults means avoiding technical jargon and connecting climate change with the things that matter to them.25 Younger children should learn about climate change through projects that focus on their local communities, so long as they understand why they are doing these sorts of things; while older students in high school should be encouraged to engage in exploring how their values shape their attitudes to climate change, and be invited to engage in a variety of personal and public action projects.


Living with ‘eco-anxiety’

Similarly to the original Alberta Narratives Project, there are signs of ‘eco-anxiety’ among some students, who at times expressed strong emotions about climate impacts. Many cited negative emotions such as fear, worry and despair during the discussions. This was in part driven by pessimism about the effectiveness of climate action, mostly relating to perceived lack of concern from the government, and a lack of awareness and action amongst the wider population. Some thought their community was supportive of efforts for change, while others thought adults and the government won’t do anything and it’s up to the youth.

“I want to know why the government is a bum.” (GRADE 5/6, RURAL)

“It’s like it’s always up to individuals and we can’t be relying on the government.” (GRADE 7/8, RURAL)

“We’re kids, no politician really cares about what we say. And we’ve been

told that time and time again.” (GRADE 10-12, URBAN)

“Kids who have the idea that ‘I want to learn these things’ feel like they can’t anyway because we just feel like they [the government] don’t care about the environment at all.” (GRADE 10-12, URBAN)

Students across all age groups reported feeling that the responsibility to fix the problem is laid on their shoulders, and that other key actors such as governments are not playing their part. They were interested in understanding how to raise concern — particularly among adults — and drive transformation.

Young people participating in Climate Strike. Calgary, Sept 2019. Photo: © Christina (plus) Nathan Photography


“Why are we being concerned if nobody else is going to care? Yeah. Yeah. Yeah. I think the reason that our

age is more concerned about it is because we’re going to kind of suffer the consequences more and we’re kind

of growing up this way.” (GRADE 9, URBAN)

“We’re running out of ways to be heard. We’ve tried almost everything. You have to come up with new, inventive or loud ways to be heard. It seems like it’s all for nothing, in the end.” (GRADE 11, URBAN)

“I think that’s the problem, is that we don’t know how we can help. And then everybody keeps putting it on us,

like: all right, figure it out. But like we don’t know how to figure it out because we haven’t found that out yet.”

(GRADE 10, RURAL)

“We have to live our own lives too. Then all of a sudden we have to change the world.” (GRADE 10, RURAL)

In the absence of seeing support or leadership from government and other institutions, students found it difficult to know how it would be possible to avoid worst-case scenarios.

“We need to talk about what happens when we do hit the pushing point, in like ecosystem collapse, you know, flooding, mass flooding.”

(GRADE 10, URBAN)

“I would feel sick because I would realize exactly how many things we’re doing to destroy our planet.” (GRADE 7, URBAN)

“What will happen to Gen Z? They keep saying that people live up to likdying early.” (GRADE 9, URBAN)

“It makes us feel....it makes us feel polluted. It makes us feel powerless.” (GRADE 9, URBAN)

“The smoke is polluting air and forest fire. And that made us feel nervous and scared for our future

and makes us feel unsafe in our society.” (GRADE 9, URBAN)

“Like everyone knows that, like, the planet is slowly dying, but they are like speeding it up. No one knows what to do about it.” (GRADE 9, URBAN)

“I get worried about climate change on what the future will be. Sometimes you worry about

that too. Like also with most of my family being farmers...the weather’s being messed up a lot, not

a lot of my family has gotten their crops off the ground yet or my family’s friends. So like different

livelihoods are being destroyed and stuff.” (GRADE 7, RURAL)

“What will happen to Gen Z? They keep saying that people live up to like 80, they’re saying that people who are born in the 1980s, they’ll live up...to one hundred years old. But we’ll be dying early.” (GRADE 9, URBAN)

Connecting the physical and social science of climate change

The literature review conducted as part of the workshop planning process revealed a general consensus that effective climate change curricula should go beyond just teaching the science and numbers of climate change, and instead connect the pieces of the climate puzzle in a more holistic fashion to the systems we live within — economic, social and biological. This is especially important if the goal is transformative learning with a focus on preparing for change of an unsustainable present.26,27


One of the workshops in Calgary was conducted with a group of grade 11 students who spoke extremely positively about their environmental education class, and how it has benefited them. Students spoke about how important the class was to them, and how it has affected their relationships and habits outside of class.

“I think that this class that we have here is special, and I don’t know why environmental education wouldn’t be

mandatory for everyone.” (GRADE 11, URBAN)

“I mean if every single individual in the entire world knew as much as we did from taking this class and they still didn’t do anything about it, that would be something.” (GRADE 11, URBAN)

“Going back to the comment about this class and how it should be mandatory to have that in every school — even talking with my friends who go to other schools, I’ll bring up something like, “Oh you

shouldn’t get this product because they’re not an eco-friendly thing.” And they just go off on me because, I’m not directly telling them like, “Don’t do this”, just recommending and it’s because they

don’t have the same education and this environmental discussion as we do, and they learn and eventually bite their pride when I explain it to them.” (GRADE 11, URBAN)

Classroom sessions on understanding energy. Photo: © ACEE


Many of the students we spoke to were all highly aware of the economic and social dynamics around climate change, and to some extent also recognized the need for a combination of both social- and science-based curricula on climate change and energy. While they acknowledged the difficulties navigating different opinions, students were also open to the idea of embracing differences.

“I love the idea of ... actually understanding the science behind it. But it’s easy to understand science and still

not care.” (GRADE 11, URBAN)

“In social studies you could talk about it politically, and why people don’t want to admit it, or why people haven’t done as much as we could. Or why people are doing as much as they can.” (GRADE 11, URBAN)

Student 1: “An argument would probably break out because as soon as you mention

any kind of politics in class, students left and right just start battling.”

(GRADE 10-12, URBAN)

Student 2: “And sometimes the teachers.” (GRADE 10-12, URBAN)

“I think people should just be more open-minded. Like they should be able to hear other people’s point of views and accept that maybe they don’t have the same point of view, but that person has the right to have that opinion and they should be able to say, okay, well, why do you have this opinion? This is why I have mine. Why do you have yours?” (GRADE 10-12, URBAN)


Results from the survey

Between February 6 and 29, 2020, Leger Marketing conducted a survey of Alberta youth (aged 15-24) using an online panel sample to randomly recruit participants. The survey focused on environment, energy and climate literacy and used a multi-stage design beginning with parental consent, followed by participation of the youth respondent through a unique link. A total of 500 online surveys were completed. The results below focus on responses provided by high school students (15- to 17-year-olds). A total of 187 surveys were completed by this age group.

Overall, there was a high degree of correlation between the narrative workshop and survey findings, and a consistent narrative emerged from both. Young Albertans do not think those responsible for the environment and climate change are tackling the problem, and nor do they trust them. They are worried about their communities and future, finding themselves sandwiched between short-term economic security and the long-term needs of their generation. They feel unprepared, significantly lacking knowledge about energy and climate systems. Nonetheless, they see themselves as part of the solution even if they do not know what those solutions are. They want energy and environmental education to be prioritized — specifically: relevant, applied skills and solutions. The following section provides more detail.

While young Albertans perceived the environment to be okay today, many (45%) thought it will worsen over the next 10 years. Personally, they thought they were doing what they could to protect the environment, but the majority (56%) felt that adults were not dealing with environmental problems. Importantly, the groups they hold most responsible for dealing with climate change — federal and provincial governments and the oil and gas industry — were thought to have the poorest environmental performance and were by far the least trusted.

Young Albertans are worried. Most reported being worried about climate change (61%) and a strong majority were worried about their future in relation to both the economy and the environment (69%). Sixty-six percent were also worried that moving away from fossil fuels will result in job losses in their community. A lack of knowledge of what can be done to make a difference was the largest barrier to action amongst high school students (41%).

They had most trust in friends and family (70%), climate scientists (66%) and teachers (66%) for information about energy and the environment.

Very few high school students (21%) viewed climate change as too controversial to be discussed in the classroom. Rather, the majority (77%) agreed that climate change should be taught in school and 66% agreed that educating students about climate change should be a high priority for schooling (Grades 4-12). There was a strong desire to learn about several aspects of energy and the environment, which may be due to a relative lack of knowledge among youth on these topics. High school students were most interested in learning about alternative forms of energy (56%), how they could reduce their carbon footprint (53%) and technological solutions to climate change (53%). The vast majority (85%) agreed that schools should teach about how technology is changing the way energy is produced.


At the time of writing (October 2020), reports suggested that 2020 was set to be the hottest year on record. Meanwhile, Covid-19 infection rates and restrictions are back on the rise. These are tumultuous times and young Albertans are looking to the adults in their lives for leadership. They also want to be able to talk about these problems.

In this report it has been our sincere intention to listen to and lift the voices of young people. That cannot simply be a one-off listening exercise. Instead, what is needed is an ongoing conversation between young people, parents, educators and politicians. We can only overcome the challenges we face by working together, and effective communication sits at the heart of that process.

The findings presented here provide directions for how to build the framework for those ongoing conversations. Further, the framework should address the following considerations:

y The evolution of this process should continue to experiment with techniques for bringing younger students into the conversation in ways that feel familiar and comfortable to them.

y New questions need to be answered about how Covid-19 and related restrictions have shaped young people’s perceptions of how we can deal with complex problems.

y The segmentation analysis by Leger provides promising insight into possible new pathways to student engagement. Next steps should include the prototyping and testing of new resources for students with these segments in mind.

Conclusion and next steps

Kids visiting Elk Island National Park, Alberta. Photo: Sangudo (CC BY-NC-ND 2.0)


1. Field, E., Schwartzberg, P. and Berger, P. (2019) Canada, Climate Change and Education: Opportunities for Public and Formal Education (Formal Report for Learning for a Sustainable Future). North York, Canada: York University Printing Services.

2. Ibid.

3. Leger Alberta Marketing Inc. (2020) 2020 Youth Polling: Environment, Energy, & Climate Literacy, Alberta Council for Environmental Education

Li, A. (2020) Lessons Learned Report from 3% Project. Available at: https://3percentproject.com/wp-content/uploads/2020/03/Official-Lessons-Learned-Report-3-Project-2020.pdf (accessed October 12, 2020)

Marshall, G. and Bennett, A. (2019) Communicating climate change and energy with different audiences in Alberta – Alberta Narratives Project: Report II. Oxford: Climate Outreach.

4. Ibid.

5. Children First Canada. (2020) Child advocates ring the alarm as new report highlights unprecedented impact of COVID-19, Children First Canada, September 1. Available at: https://childrenfirstcanada.org/news/2020/9/1/child-advocates-ring-the-alarm-as-new-report-highlights-unprecedented-impact-of-covid-19 (accessed October 1, 2020).

6. Ibid.

7. Johnson, L. (2020) ‘Alberta Teachers’ Association survey shows ‘unsustainable’ fatigue, stress and anxiety’, Edmonton Journal, September 18 [online]. Available at: https://edmontonjournal.com/news/politics/alberta-teachers-association-survey-shows-unsustainable-fatigue-stress-and-anxiety (accessed October 1, 2020).

8. Centre for Addiction and Mental Health. (2020) Women, parents and younger adults more likely to feel anxious and depressed during COVID-19, CAMH, May 26. Available at: https://www.camh.ca/en/camh-news-and-stories/women-parents-and-younger-adults-more-likely-to-feel-anxious-and-depressed-during-covid-19 (accessed October 10, 2020).

9. Leger Alberta Marketing Inc. (2020) 2020 Youth Polling: Environment, Energy, & Climate Literacy, Alberta Council for Environmental Education.

10. Leger Alberta Marketing Inc. (2020) 2020 Youth Polling: Environment, Energy, & Climate Literacy, Alberta Council for Environmental Education

Li, A. (2020) Lessons Learned Report from 3% Project. Available at: https://3percentproject.com/wp-content/uploads/2020/03/Official-Lessons-Learned-Report-3-Project-2020.pdf (accessed October 12, 2020)

Marshall, G. and Bennett, A. (2019) Communicating climate change and energy with different audiences in Alberta – Alberta Narratives Project: Report II. Oxford: Climate Outreach.

11. Lazarus, R.S., and Folkman, S. (1984) Stress, appraisal, and coping. New York: Springer Publishing Company.

12. Ojala, M. (2010) Barns känslor och tankar om klimatproblematiken. Energimyndighetens rapportserie. ER 2010:31. Available at: www.energimyndigheten.se

13. Ojala, M. (2012) Regulating Worry, Promoting Hope: How Do Children, Adolescents, and Young Adults Cope with Climate Change?, International Journal of Environmental and Science Education, 7(4), 537-561;

Li, A. (2020) Lessons Learned Report from 3% Project. Retrieved from https://3percentproject.com/wp-content/uploads/2020/03/Official-Lessons-Learned-Report-3-Project-2020.pdf

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http://www.energimyndigheten.se




14. Li, A. (2020) Lessons Learned Report from 3% Project. Available at: https://3percentproject.com/wp-content/uploads/2020/03/Official-Lessons-Learned-Report-3-Project-2020.pdf (accessed October 12, 2020)

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18. Field, E., Schwartzberg, P. and Berger, P. (2019) Canada, Climate Change and Education: Opportunities for Public and Formal Education (Formal Report for Learning for a Sustainable Future). North York, Canada: York University Printing Services.

19. Ibid.

20. Bissell, S. (2015) Climate Change Resources for Today’s Alberta Classroom. Available at: https://doi.org/10.7939/R38837 (accessed October 10, 2020).

21. Wynes, S., and Nicholas, K. A. (2019) Climate science curricula in Canadian secondary schools focus on human warming, not scientific consensus, impacts or solutions, PLOS ONE, 14(7).

22. Alberta Council for Environmental Education. (2017) What is Excellent Climate Change Education? A guidebook based on peer-reviewed research and practitioner best practices. ACEE. Available at: https://www.abcee.org/what-excellent-climate-change-education (accessed October 10, 2020)


24. Leger Alberta Marketing Inc. (2020). 2020 Youth Polling: Environment, Energy, & Climate Literacy, Alberta Council for Environmental Education.

25. Corner, A. and Roberts, O. (2014) Young Voices. Young People and Climate Change Engagement Strategies. Oxford: Climate Outreach.

26. Lehtonen, A., Salonen, A., Cantell, H. and Riuttanen, L. (2018) A pedagogy of interconnectedness for encountering climate change as a wicked sustainability problem, Journal of Cleaner Production, 199, 860-869.

27. Stevenson, K.T., Nils Peterson, M. and Bradshaw, A. (2016) ‘How Climate Change Beliefs among U.S. Teachers Do and Do Not Translate to Students’, PLOS ONE. Available at: https://doi.org/10.1371/journal.pone.0161462 (accessed October 12, 2020).

Background photos (public domain)

Page 3: Nordegg, Alberta. Photo: Sharissa Johnson

Page 4: Lake Minnewanka, Alberta. Photo: Sergey Pesterev

Page 5: Lake Louise, Alberta. Photo: bantersnaps

Pages 6-7: Lake Louise, Alberta. Photo: Andy Holmes

Page 8: Canmore, Alberta. Photo: Kym MacKinnon

Page 12: Kananaskis Country, Alberta. Photo: Sharissa Johnson

Page 17: Kananaskis Country, Alberta. Photo: Devin Lyster

Page 30: Canmore, Alberta. Photo: Mike Cheshire

Page 31: Lake Louise, Alberta. Photo: Andy Holmes



https://doi.org/10.7939/R38837

https://doi.org/10.7939/R38837

https://www.abcee.org/what-excellent-climate-change-education

https://www.abcee.org/what-excellent-climate-change-education

https://doi.org/10.1371/journal.pone.0161462

https://unsplash.com/photos/UlM1wg4-bJo

https://unsplash.com/photos/ARCmSc41EHM

https://unsplash.com/photos/DeChBE0mpbk

https://unsplash.com/photos/4GmWWc3kc2o

https://unsplash.com/photos/_cCyJLFzbKU

https://unsplash.com/photos/ePeppTBfbP0

https://unsplash.com/photos/LoJeVNELCfc

https://unsplash.com/photos/1VSK9Rk1wiQ

https://unsplash.com/photos/4GmWWc3kc2o

www.cl imateoutreach.org


https://climateoutreach.org/

https://climateoutreach.org/

Documents

YOUTH NARRATIVE AND VOICE