Last week, over 60 pupils from Highgate and seven local partner schools came together in the Sir Martin Gilbert Library at Highgate School to create our own version of the United Nation’s 29th Climate Change Conference, COP29, which ran from 11th – 23rd November.
As well as providing the opportunity to develop their knowledge and understanding of environmental politics, the event offers a powerful outlet for pupils to connect with other like-minded young people and participate in a wider, global conversation. Crucially, it also gives them a sense of empowerment and action, which, for many young people engaged with the climate crisis, is vital to combat the sense of anxiety they feel around the issue.
A 2021 report from the University of Bath revealed that government inaction on climate change was linked to the psychological distress of young people. It warned that the high levels of anxiety and feelings of betrayal have a negative impact on their mental health, showing that 75% of young respondents globally believe ‘the future is frightening’.
‘Eco anxiety’, which essentially presents as anxiety, is brought on by serious concerns (often persistent fear or terror) over the irreversible impact of the climate and ecological crisis. Following a recent Pupil Sustainability Survey in Highgate Senior School, out of the 644 respondents, over 20% report to experience ‘eco anxiety’ and over 60% are either ‘very’ or ‘extremely’ concerned about the global climate and ecological crisis.
As a secondary school Geography teacher, we are often the first people to break the severity of the news to young people. Of course, pupils are taught to appreciate the natural world, understand the impact of human behaviour on our planet, and embrace our responsibilities from an early age; but the full gravity of climate breakdown comes in Year 9, when we can reach all pupils at their most mature point, but before some of them drop the subject at GCSE.
As adults, this situation has been slowly getting worse over a period of our entire lives, but for young people today, they are suddenly straight into the full impact of the crisis. Trying to teach about it in a way that doesn’t compound fear, makes them feel supported and heard, whilst also generating meaningful hope is a delicate balance, and is something I’m very mindful of when I’m planning and teaching.
I talk with my Department and to colleagues at other schools and at the Institute for Education about making space within our teaching to allow for an emotional response from pupils. As you would for any kind of anxiety, it’s important to create a safe space and show them that we care about them and their futures.
As well as teaching the truth, we need to teach with imagination and creativity for a better future. Enabling meaningful action in lessons, without placing the burden of expectation on young people, is something that I strive for in my work: I try to help generate ‘active hope’ and empower pupils to think about what their future might look like and what they can actually do to help us all get there. For example, in Y10, we do a ‘sustainable cities’ group activity, where pupils design their perfect city, using existing technology for renewable energy generation, urban rewilding, and inclusive communities amongst other things, before encouraging them to write to a local Councillor or MP if they would like to – the pupils love it!
For me, anxiety around the climate and ecological crisis is my primary motivation for almost every decision I make. It’s something I worry about a lot; but as an adult, I have a lot of agency in the way that I live my life. Until recently, I lived on a boat for four years, where I was surrounded by nature and bird life; I buy second-hand, organic, and ethically-sourced items whenever I can; I travel by bike and public transport; and I am a keen gardener. Making and mending also helps a lot – I don’t consider myself to be very artistic, but crafting enables me to slow down and be more mindful, while gaining a deeper love and appreciation for textiles and other items that many consider to be ‘throwaway’ in such a consumption-oriented economy.
A contributing factor to eco anxiety is a sense of helplessness and hopelessness. For me, making life choices that sit better with my values gives me more control over my mental state and can bring a lot of joy and hope. As adults, we can choose our lifestyle, but the younger generation have little or no agency: they can’t vote, they don’t have their own spending power, and it’s them who are going to feel the impact of the decisions made by older people. A key part of my environmental role at school is to help channel their motivation and provide opportunities to make meaningful change.
In the Environment Committee, pupils can really see the changes that we’ve made, such as cutting out plastic water bottles completely and introducing Plant Power Days in the Dining Hall. They love Fast Fashion-Free February because we’ve made it more and more positive, with ‘Swap Shop’ events and a sustainable non-uniform day. The Clean Air Campaigns involve leafleting drivers who pick up/drop off children immediately outside school buildings, celebrating those who cycle or scoot to school with pastries and applause, and creating placards for the school gates – it’s a taste of activism that’s making people’s lives better.
Sixth Form pupils also host ‘Climate Cafes’ for anyone in the school to be able to meet like-minded people and offer a safe space to socialise with others who also care and worry about the natural world. We write to MPs and local Councillors, and the pupils have met senior staff all over the organisation, including Governors, to advocate for change. They know they can get stuff done and feel that they are doing something tangible. One recent win for pupil activists, is that Highgate School has committed to not cutting down any more trees for the festive season – instead, we will be renting six living trees from ‘Green Elf Trees’ this year, and from next year, we will be growing and caring for our own on site. They pupils are so committed and give up a lot of time and energy to their cause – it’s incredibly inspiring.
I often contemplate whether I should return to conservation work; but as I see it, being a teacher is a radical act of hope and a commitment to creating a better future. We can all do something to help, and for me, teaching is my form of activism – trying to make the world a better place by investing in the next generation. Although education can sometimes feel less direct, it is incredibly meaningful and perhaps ultimately more fruitful. I feel extremely lucky to work at a school where colleagues are so supportive of my efforts, but, for me, it ultimately comes down to working with such a passionate and motivated group of young people who honestly inspire me every day.
About the author Sarah Mynott, Lead Teacher for the Environment Sarah has been at Highgate for seven years as a Teacher of Geography and Lead Teacher for the Environment. Prior to joining Highgate, she worked for a marine conservation charity in the Philippines. Sarah is a nature-lover, environmental activist, and outdoor activities enthusiast. She is committed to land-based travel, only buys second-hand clothes, and eats lots of plants!
