A 2021 global Lancet survey of young people found that 89 per cent were at least moderately worried about climate change, with many reporting feelings of sadness and anger. This concern is driven by two key factors: the vast scale of the problem and the perceived inaction of governments and institutions. Compounding these worries is a sense of powerlessness among many young people to make a meaningful impact.
Rather than succumbing to despair, some teenagers have been spurred into action, with proactive youth groups and activists stepping up to demand accountability from leaders. Educators also have an important role to play in equipping and supporting students to face the future with confidence.
With more than 100,000 students, education group International Schools Partnership (ISP) recognises the importance of a well-defined environmental strategy that tackles key issues like emissions, plastics and recycling, while involving the entire school community – including leaders, teachers, students and parents. With sustainability woven into learning opportunities, students are encouraged to move beyond passive observation and take meaningful daily action, which helps to reduce their stress levels.
What does empowerment look like?
ISP’s CEO Steve Brown explains: “Our vision is to grow the world’s most curious, confident minds, and embedding sustainability is key to developing this mindset.” He sees students as powerful agents of change, with ISP in a position to provide them with the resources, environments and opportunities they need to make a tangible difference.
Today, the ISP Changemakers Programme provides students with the tools and methodologies they need to develop social impact projects, with more than 43 active projects across 15 markets in the global ISP network. Students are learning skills that enable them to take action on issues relevant to their schools and communities, from climate change to biodiversity.
Real-world results
At Tenby Schools in Malaysia, students aged 14-16 have launched a composting project, converting food and garden waste into compost for the school garden. In Ecuador, the Liceo Panamericano Samborondón’s reforestation project has involved students in planting trees to increase vegetation cover and promote environmental conservation.
And at Fontenebro International School in Madrid, the school’s eco committee, consisting of student representatives aged 6 to 11, devised a plan to manage the overwhelming recycling by collecting it during playtime, which engaged and educated the students. After meeting with local environmental councillors, the school launched a project to improve recycling capabilities at school empowering students to see the impact of their advocacy.
“We can and should leverage our network of over 100,000 students to demonstrate the impact of collective action,” says Brown. “Connecting the actions of one student to what’s happening in their classroom, in their school, across our entire network – it’s a powerful tool to lessen their climate anxiety by showing them the power they have to make a real difference.”
Framework for the future
The organisation, which has a research and data-driven approach to improve its learning impact, is implementing various programmes across its global network of schools, reviewing its own business practices to operate more sustainably and offering experiential learning opportunities to engage thousands of students in environmental and social sustainability.
In the Middle East, ISP is using a framework across 11 schools to embed sustainability in every aspect of school life. The goal is to test how climate anxiety and perceptions of sustainability change over the course of one term.
“The driving force behind our approach is to inspire and collaborate with students, empowering them to take the lead in problem-solving, while we offer support every step of the way”, says Bharat Mansukhani, ISP’s Divisional CEO for Europe and the Middle East. “Children are bright and eager to make a difference. We can empower them by providing a framework for effective change.”
A ripple effect
Early evidence underscores the importance of empowering students to take meaningful action on environmental issues. As students witness the positive outcomes of their actions, they are likely to feel more confident and capable of addressing global challenges. As ISP continues to survey students and measure impact, the expectation is that students' anxiety will decrease.
Parents also respond positively to the environmental focus, appreciating that their children are learning not only about the world as it is but also how to shape it for the better. “By involving families, school leaders and teachers, ISP fosters a sense of shared responsibility for environmental challenges,” says Brown.
While sustainability initiatives have long existed, few organisations have successfully implemented them at scale. But with standardised practices embedded throughout schools, it is possible to take a cohesive approach to tackling the climate crisis. At ISP, Brown is optimistic about the future. “By empowering students to take the lead, we can help combat climate anxiety and develop the next generation of resilient global citizens.”
