Teenagers in high school are more likely than adults to agree with the scientific consensus that human activity is driving climate change. However, a significant number of these teenagers remain confused about the root causes of global warming. The results of a nationwide survey conducted by the EdWeek Research Center indicate that the education system is not aligned with the interests of many students on this issue. Teenagers are eager to learn more about the effects of climate change on the future of the Earth and society, as well as what they can do personally to mitigate these effects. Unfortunately, the majority of states do not require comprehensive instruction on this subject beyond high school science classes. This year, New Jersey became the first state to mandate the teaching of climate change across all schools and grade levels.

The EdWeek Research Center surveyed 1,055 teenagers aged 14 to 18 in October to gain insight into their understanding of and attitudes towards climate change. Experts predict that this generation will be particularly affected by the changing climate, experiencing more frequent and severe natural disasters and extreme weather events compared to their parents and grandparents. The survey revealed that 79 percent of teenagers believe that climate change is real and primarily caused by human activity. The remaining respondents either believe in climate change but attribute it to factors other than human activity, or they do not believe in climate change at all. In contrast, a poll conducted by Ipsos, an international polling firm, in April 2022 showed that 57 percent of U.S. adults believe that climate change is mostly caused by human activity. The consensus among the majority of climate scientists and scientific studies is that rising global temperatures, which lead to altered weather patterns and rising sea levels, are primarily caused by human activities such as the burning of fossil fuels.

However, experts caution that belief in human-driven climate change does not necessarily indicate a full understanding of the issue. Ann Reid, the executive director of the National Center for Science Education, stresses the need for teachers to go beyond students’ acceptance of climate change and assess their level of understanding. The survey results clearly highlight the misconceptions that students have about climate change. For example, 46 percent of teenagers believe that the hole in the ozone layer, caused by gases from spray cans and refrigerators, is a significant contributor to global warming. This belief is not accurate. The primary drivers of recent and rapid climate change are the greenhouse gases released by human activities such as burning fossil fuels, not the ozone layer. Similarly, more than a quarter of students falsely believe that solar flares and increased radiation from the sun have been major factors in global warming since the 1800s, and nearly a fifth erroneously attribute the greenhouse gases contributing to climate change to volcanoes.

Reid emphasizes that many students enter classrooms with deeply ingrained misconceptions about climate change that are not observed in other areas of science. The misconception that climate change is natural and driven by various natural factors, rather than being predominantly caused by human activities, is prevalent among students. It is important to address these misconceptions and educate students about the true causes and consequences of climate change.

According to Roxann Bryant, the director of curriculum and instruction for Hamilton Township schools in New Jersey, climate change used to be considered a peripheral topic that was not included in the curriculum due to numerous demands. However, she is grateful that New Jersey has adopted the Next Generation Science Standards (NGSS) in 2014, which now requires all students in all grades to learn about climate change starting this school year. This education goes beyond just science class and is integrated into every subject for every grade.

For example, in English/language arts, students may be assigned speech writing assignments on the topic of climate change. In social studies, discussions about historical events like the Revolutionary War can include considering the climate conditions of that time and comparing them to the current climate. The aim is to raise climate change awareness across all subjects and grade levels.

Nationally, there is a growing demand among students to learn more about climate change. According to a survey conducted by EdWeek, 65% of the students expressed a desire to learn about how climate change will impact the future of the Earth and society. Additionally, about half of the students want to learn what they can do personally to mitigate the effects of climate change and to gain a deeper understanding of the science behind it. Only a small percentage of students expressed no interest in climate change topics.

Some students, like Dylan Jeffrys and Deep Patel from South Plainfield High School in New Jersey, have been involved in their school’s environmental club, which has allowed them to explore the impact of individuals on climate change. They believe that social constructs, such as fast fashion and the pressure to keep up with trends on social media, contribute to climate change. They advocate for sustainable choices like buying secondhand clothes from thrift stores instead of supporting fast fashion brands.

Overall, the adoption of climate change education standards in states like New Jersey is seen as an opportunity for educators to address the students’ curiosity and hunger for knowledge about the warming planet. By incorporating climate change topics into various subjects, students can develop a holistic understanding of the issue and its implications.

Adolescents are conscious of the impact they have on the environment. In a survey conducted by the EdWeek Research Center, students were asked about the actions they take to reduce their carbon footprint. The most common responses included recycling, turning off lights and unplugging devices when not in use, washing clothes in cold water and waiting for a full load, and selling, recycling, reusing, or donating unwanted items.

However, while many students expressed a desire to learn more about how they can personally contribute to mitigating climate change, caution was advised by Reid. She emphasized that teachers should make it clear that fossil fuel companies are the primary drivers of climate change. This can be a complex task, especially in communities heavily reliant on the oil and gas industry for employment.

Some teachers may engage students in exercises aiming to calculate their individual carbon footprints. Reid acknowledged that this can be a valuable lesson as part of a broader discussion, but emphasized that it should not be isolated as it implies that individual actions alone are sufficient, which is not the case. Instead, teachers should encourage students by saying that their actions matter, but also advocate for larger systemic changes.

michaellang

Michael Lang is a 33-year-old professor and blogger who is passionate about writing. He has been blogging for over 7 years and has written for various online publications. Michael is also a seasoned professor who has taught at the college level for over a decade. He is currently a professor of English at a community college in the Midwest.