Feature Article: Talking to Kids About Climate Change

Meet my grandson, Braxton. He’s 3 years old and more than anything, he loves to be outside playing in the dirt, exploring a creek, or discovering all the very cool insects under a log.  Even at his young age, he is learning just how amazing the Earth is and all the living things in it. Yet, I watch him and wonder, “Will he have trees, fresh air, clean water and soil to enjoy with his own grandchildren someday?”  Scientists have predicted that long-term effects of climate change will include a decrease in sea ice, fresh water and air quality, and an increase in heat waves, animal extinctions, population and weather disasters, just to name a few things.  I feel the need to apologize to Braxton and future generations for what we have done to the planet.  But, they don’t need my regret, they need our action.  Thus, I choose to not accept this fate, “It is said that something as small as the flutter of a butterfly wing can ultimately cause a typhoon halfway around the world”.  As a teacher and a grandmother, I believe the most powerful tool to change the world is education. Education changes people and people can change the world.  The climate crisis can feel like an overwhelming topic for adults, so how do we talk with and educate children about it in a healthy way without creating anxiety or despondency?

Child psychologists have noted that similarly to other tough topics, such as drugs or sex, discussion of climate change should be approached in a sensitive manner that is developmentally appropriate.  Setting up a baseline for children to learn about more complex information as they grow will help them become ready to exercise their own voices on behalf of their generation’s future.(1)  For example, toddlers and preschoolers (age 2-5), like Braxton, are just beginning to learn about their relationship to the world. They have a natural sense of wonder, making it a perfect time to introduce them to the delight of nature. Some ideas to foster their curiosity are: taking a nature walk and discussing how all living things have a home that needs to be protected, or making a garden and talking about how to care for plants and how they give us fresh air, or engaging them in outside play regardless of the weather, explaining the benefits of such conditions as a rainy day that helps the plants grow.  Let them play in any kind of (non-dangerous) weather! (As the saying goes, “there is no such thing as bad weather, only the wrong clothes”.)

Elementary age students (age 6-12) can begin to understand the concepts behind climate change. There are many great resources available to parents and educators that provide age-appropriate information to children (eg. MEEA, NASA, and National Geographic).  Educators can help students make connections about how their personal choices can affect the environment.  For example, there are many online carbon footprint calculators that children can do with their class or families and then discuss ideas on how they can lower their footprint.  Another way to empower elementary age students is to discuss things that can be recycled or reused instead of becoming waste. Complete the circle by helping them research and look for products made with recycled items. In addition, I have observed that children at this age are really interested in composting, worm farms and love gifts of experience (eg. biking, hiking, rock climbing, outdoor play).

It is important to listen to children of any age, yet during the elementary school years, children are beginning to show more empathy and are learning better ways to describe their thoughts and feelings. They are starting to think about the future and understanding more about their place in the world (2).  Parents and teachers should respond honestly and respectfully to their questions; we are their trusted source and children rely on us to address difficult topics.  Denying issues can contribute to a child’s anxiety or anger about climate change issues. Honest discussions will build their resilience and help them find meaning in climate change.  Having said this, we should also pay close attention to a child’s emotions and take time to deal with them. Let them know it’s alright to feel scared or angry but emphasize there are things we can do to reduce our impact and people all over the world are working on initiatives.  It is essential that children feel they can make a difference, assuring them they can be a powerful force in protecting the environment.  

Teenagers (age 13-18) are more aware of climate change and how it impacts their lives.  As a high school teacher, I try to show my students how climate change impacts all aspects of society including economics and health.  I use both current local and global issues to spark their curiosity, introduce the idea of civic responsibility and provide opportunities for positive activism.  While I do stress the importance of tackling climate change being a global responsibility, I take care to not to force this path on them, as many teens today are currently struggling with increasing mental health issues and I don’t want to inadvertently cause students to have additional anxiety or feel weighed down by responsibility. Teenagers need a reason to have hope for their future so they will be motivated to take action, however, I avoid the temptation to paint a rosy picture. I want them to learn to be able to face and cope with inevitable disappointments and roadblocks they will face.

In summary, we can communicate to children of all ages in a way that is honest, hopeful, developmentally appropriate, and action oriented. As a teacher, a mother and Braxton’s grandmother, I know what kind of ancestor I want to be. I believe by helping children understand the issue of climate change and how it affects their health and futures, we empower them to make a difference and become mindful adults.

1 L. Shinn, NRDC, 31 DEC 2019

2  National Center on Birth Defects and Developmental Disabilities, Centers for Disease Control and Prevention, February 22, 2021

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