Kids care deeply about our planet, but adults don't listen

Hans India

2 days ago

'I wish adults knew that I really care about the environment and want to help, but I sometimes feel like my ideas don't matter because I'm just a kid.' This is what a nine-year-old respondent told us when we asked how they feel about the environment. In today's current political climate, many adults seem resigned to climate catastrophe and even dabble in climate change denialism. However, our survey of 1,000 youth aged eight to 14 from Canada and the United States found that children care deeply about the planet and are ready to act. The findings from our report were produced as part of an ongoing study with the Humanity in Motion Society, a Canadian non-profit organization focused on engaging youth as key stakeholders in advancing environmental stewardship. Almost 90 per cent of the kids we spoke to recognize climate change as a real and urgent problem, calling for intergenerational collaboration and bolder environmental mitigation and adaptation commitments. It turns out that our nine-year-old respondent speaks for many children. Kids know what's at stake, want a seat at the table and need adults to act with them.
What kids told us:
Many of the kids told us they regularly take action to mitigate their carbon footprint, including recycling, embracing reusable items and conserving energy. Their accounts are consistent with numerous academic studies on youth involvement in environmental citizenship. However, many understand individual action alone is not enough. In fact, most kids recognize that systemic accountability is necessary to tackle the climate crisis. As one kid in Grade 6 shared: 'I wish big industries and governments would stop asking us to do something when they continue to fly in private jets [and] drill for oil and more; we are asked to recycle.' Kids have a deep understanding of current political issues, including the cost-of-living crisis and the harmful 'drill baby drill' sentiments, but also underscore a stark disconnect: while we instill environmentally responsible values in our children, elected leaders remain consistently inactive on these very same issues.
Kids active in knowledge sharing
The kids in this study display impressive knowledge about the steps that need to be taken to address the climate crisis. Our findings demonstrate that youth are not just passive recipients of knowledge but, rather, play an active role in being climate communicators. For example, two thirds of our respondents say their friends learn about climate change directly from them. Even though many children note that they do not have climate clubs at school, they are curious about the role of big oil, deforestation and corporate greed in the ongoing climate crisis. In addition to teachers and parents being the most influential sources of knowledge for children, social media content has an impact on kids' environmental behaviour and feelings of empowerment. Specifically, our data shows that talking to others online has a significant positive relationship with reported sustainable behaviour, and that watching videos has a significant positive relationship with how much kids feel they can make a difference.
One young girl reflected on using Tiktok for insights on climate change while also capturing an awareness among her generation: 'I would say if there's a really big issue, like, I know there's something called the Climate Clock in New York…I mean, the thing with social media, you never know what's true and untrue, but that thing [Climate Clock] came on my 'For You' page…and everybody in the comments, they were saying 'this is very real, we have to do something about it.'' This shows that kids would benefit greatly from spaces to continue in-person environmental discussions with adults in the room. One young respondent captured the potential for meaningful engagement: 'There are a lot of things that can be done, curriculum integrations…sustainable skills like critical thinking, problem-solving, collaboration, and maybe explore the ecosystems and biodiversities and actually encourage students to design and implement climate-friendly projects and carry out field trips and organize visits to renewable energy sites or environmental organisations and sometimes, maybe occasionally, the school can invite climate experts, activists or scientists.'
These ideas were shared by others who called on adults to lead more experiential approaches to climate education inside the classroom and beyond. Five calls to action Here are five ways to help bring about change: Adults need to step up. Adults play a critical role in shaping how youth engage in climate action.
Our report found that teachers and parents, in addition to the internet, are among the most influential learning sources for young people today. Kids often take pro-environmental values, actions and cues from their parents. Apathy is not an option if we want change. Youth are looking to leaders and elected officials to invest heavily in infrastructure and education to improve our environment. Intergenerational collaboration promotes better environmental values. Despite the consequences of climate change, youth share a sense of optimism and emphasise the need for intergenerational responsibility.
Provide spaces for youth to take leadership roles and engage in climate dialogue. Kids want to do more to build a sustainable future, but don't know where to begin. Providing opportunities in the classroom and beyond are critical next steps to raise the next generation of climate leaders.
Promote bold action:
Kids should be able to answer the call of many climate activists who recognize the need to pursue a greener economy by working together. Our survey findings highlight a hopeful message about young people's engagement in climate action, underscoring their impressive knowledge of the systemic changes required to address the crisis. As adults across the political spectrum bicker about climate policy, young people are growing impatient and hoping to lead the way. Our results refocus attention on the future we're creating and challenge us to listen seriously to children when they seek to address what may be their generation's greatest crisis.
(Jen Kostuchuk is from the University of Victoria; Erik Steiner is PhD student at York University, Canada, and Sean Lyons is associated with the University of Guelph)