About

History of the Project

The Alabama Youth Action for Sustainability (YAS) project seeks to bring together a variety of place-based, sustainability-focused, climate education projects around the state and empower teachers and students to learn about climate change causes, consequences, and solutions, conduct place-based research and action projects, and build climate literacy and resiliency in their communities. Many people and organizations have inspired this project, and partnerships continue to emerge and grow.

In 2023, Montevallo Chemistry professor, Dr. Kate Hayden, helped to develop the STEMMing the Tide project in collaboration with Birmingham-Southern college, which uses an interdisciplinary and community of practice approach to create localized STEMM programming with an emphasis on environmental justice and climate change by working with community agencies and teachers in Africatown.

In early 2024, the University of West Alabama Black Belt STEM Education Institute (BBSEI led by Dr. Nicklas) began offering AMSTI-approved teacher professional development experiences focused on climate change (led by Dr. Williamson as a contractor, with content adapted from the West Virginia Climate Change Professional Development Project) and biodiversity (led by Dr. Brooker). Dr. Holifield also joined as a STEM Mentor for BBSEI, while simultaneously working with Montevallo TRiO and Upward Bound, leading high school students in hydroponics summer research projects.

Combined, we have financial support from Youth Learning As Citizen Environmental Scientists (YLACES), the Gulf Coast Research Program of the National Academies of Sciences, Engineering, and Medicine, the Alabama Space Grant Consortium, and Energy Alabama. With overlapping goals, we have combined our efforts to "connect the dots" of school-based sustainability and climate action across Alabama. We continue to meet amazing people doing amazing things, so this is by no means a complete summary of Alabama youth climate and sustainability education and action, and we aim to celebrate, uplift, and support this work as we move forward.

The need for climate and sustainability education in Alabama

While over 97% of climate scientists agree that climate change is happening and is caused by human activity, but there is a gap in public understanding, with only 56% of U.S. adults believing that most scientists think global warming is happening. In Alabama, 72% of adults agree that schools should teach about global warming, but only 28% of adults discuss global warming at least occasionally (ref: Yale Climate Communication).

Schools-based interventions and youth engagement are some of the most important climate solutions. Youth are least responsible for climate change, but are most vulnerable to the consequences. About half of the world’s children are at risk of being impacted by a climate disaster. Schools are often safe community gathering areas after a climate emergency. Schools are one of the largest public sector energy consumers, operate the largest mass transit fleet in the country, occupy 2 million acres of land, and serve over 7 billion meals annually with related food waste.

When learning from the data, youth reach conclusions similar to the those of the scientific community. Students respond well to a robust science education and can help adults set aside ideological biases and unite in a collective action. Intergenerational learning provides a dual benefit. It prepares kids for the future and it empowers them to help make a difference on the issue now by providing them a structure to have conversations with older generations to bring us together to work on climate change.