On optimism and good governance - Greek students sound off

Another month, and a lot of great contacts in Greek schools and environmental education. I’ve enjoyed presenting for students across the Thessaloniki region, as well as Athens, and being an observer with the Environmental Education Centers as they deliver action based curriculum to students. 

I’ve enjoyed spending time in both secondary, and junior classrooms, getting to know Greek schools, and helping Greek students understand America. A key difference in structure for Greek schools compared to my classrooms, is that students spend most of their day with one class, in the same classroom. Teachers move from class to class, rather than students. What I’ve found is that these classes become small communities, even like a family. As a visitor this means no one is afraid to ask questions. Repeat questions include - Do your schools have lockers? Do your schools have sports and dances? Have you had shootings at your school? What’s your favorite sports team? How does one get to go to America to study? 

The most qualitative data I’ve collected has been through small focus group interviews with junior and senior high students. I’ve asked a series of questions to establish what they know about climate change and sustainability, what kinds of activities they have participated in around the environment, and what things have stood out to them. I’ve also asked them about who is responsible for addressing climate change, and what can anyone do? I always end with a question about whether they are optimistic, αισιόδοξοι, about the future. 

The initial results indicate students have a number of opportunities for students to learn about issues surrounding climate change. Regular lessons in primary, and junior high school were regularly reported as the first place students learn about these issues. Also, a number of students get a lot of information from social media, Tik-Tok, Youtube, and Google searches. Overall, students I spoke to were relatively well informed about the mechanisms of the greenhouse effect, and human’s impact on CO2 the planet.

Locally, students often identified hot local summers, wildfires, and a lack of snowy winters as impacts of climate change. Recycling programs, and trash pick-ups were the most popular out of class activity that students had experienced. Many of the students in school eco-clubs had also participated in regional gatherings that included creative ways of communicating about climate change, including
schools involved with theater, posters, design, and fashion. 

On optimism - it’s been a mixed result. Many students suggested that their own generation is far more educated on the climate change threats we face in the future, in comparison with the previous generation. Optimistic students would cite this, and often advancing technology that can be trusted to solve some of our energy struggles. While most students could name both individual actions, as well as governmental actions that could be taken for a more sustainable community, doubt was cast on both groups. Many students suggested that from their own experience, not enough people care about the environment. Several groups suggested that the only way people care is if they are directly impacted by something. 

On government, there was more pessimism from most groups, with very few reports of government involvement in projects around the environment, and mostly skepticism for the government to take much action. 

In my second half of research, I will be focusing more on island communities, and have plans to speak directly with government officials about their understanding of climate change, and policy responses.

Best Practices in Climate Change Education

1st Secondary School of Alonis

Thanks so much to the schools and educators who have already welcomed me into their classes here in Greece. My research is focused on best practices, and this has meant I have had the opportunity to meet some incredible educators, who have prioritized providing their students with the tools they will need to manage a changing climate. 

Observing incredible teachers

Special thanks to schools in Athens, the First Secondary School of Alonis, where Fulbright Alum Ilianna Anagnostakou welcomed me and my Fulbright colleague Julia Puckett into her classes, where students peppered us with questions about life and school in America.

Director Photis Mylonas at work

Also, thanks to the director of the 1st Primary School of Nikaia, and my friend Photis Mylonas, who I met last summer in Skyros, who helped me understand the challenges and opportunities facing schools in Greece.

First Bioclimatic Building in Greece

I had a great introduction to environmental education programs in Thessaloniki, hosted by Geoge Ylfantis, and George Slafkidis, where I had the opportunity to observe them at work the first Environmental Education Center in the country. These Centers spread across Greece, and are resources for teachers of all grades to bring students to learn about climate change, and how they can take action. These are incredibly fun, interactive lessons that have students up, and moving around the room.

Students try to fit on a shrinking "island"

George and George were great facilitators, who said that their goal is not just to impart information to students, but rather to empower them to be leaders, and take action in their world. 

The kids are alright!

3rd JH of Thessaloniki

Thank you to another Fulbright Alum, Vasso Michailidou, an English and music teacher, at the 3rd Junior High School of Thessoloniki who helped me organize two focus groups of students. One group was selected students from her classes, and the other group were involved in the school's Environmental Club. I also enjoyed presenting to several of her classes throughout the day. It was great to be in a classroom again, the students were actively engaged, asking all sorts of really smart questions, like, What about the jobs lost when we transition?  What about nuclear power? Does everyone in America have a gun?

Fulbright Rock Star Vasiliki!

In both of the focus groups students said that they learn about climate change, and actions to help in their communities, their schools, and in their families. From international programs such as Erasmus, and eTwinning, to lessons on energy consumption in their classes, to grassroots community groups organizing for local clean-ups, to parents teaching about recycling and waste management, these kids demonstrated a firm understanding of the challenges in their future. 

Policy Makers - Policy Implementers

The Greek educational system is like a lot of EU countries, with centralized decision makers who make choices on curriculum that are implemented locally by many of the folks I've met so far. This model is different from most places in the U.S., where local school boards have significant leeway in determining curricular priorities. Since the central government has made environmental education, and climate change education a priority, there seem to be many opportunities for teachers and students to be engaged in conversation, and actions around sustainability. 

This centralized model is repeated in governance, with local municipal leaders also being asked to focus on sustainability, and actions related to climate change. This is notable across Greece, where the public recycling infrastructure is everywhere. While the integrity of these programs are not always as they were likely drawn up, the commitment is clear. Climate change is real for Greek policy makers, and folks are committed to creating a sustainable future.

Where is the Math? Polynomials on melting icebergs