Environmental Education in Glendale, California

I. Abstract

It is said that the youth are to inherit the climate crisis: that with rapidly warming temperatures and frequent and extreme weather events, the planet's fate as we know it rests in the hands of young activists. Of course, to achieve such a goal, millions of young people must be knowledgeable of the implications of climate processes and industrial activity, as well as mitigation strategies.

In Los Angeles County, the City of Glendale Unified School District is implementing measures to do just this. With over 25,000 K-12 students, the science curriculum strives to empower young people to draw conclusions about climate and become stewards of change. This research publication analyzes GUSD's efforts to implement informative and inspirational environmental education. Through interviews with current GUSD students, we posit that while GUSD excels at informing students about basic environmental processes, it fails to inspire climate-conscious attitudes in the majority of students.

II. Introduction

Methods: Using a sample of 22 students and ten teachers from GUSD, we examine perceptions of environmental curricula to gauge their effectiveness. We conducted short interviews with each study participant, focused on sufficient classroom materials (teachers), relevant curricula (students), and student initiatives towards climate action after class.

Context: As of 2023, GUSD implemented measures to educate schoolchildren about the importance of recycling. Several programs, aimed at elementary schoolers, were funded by the city to increase engagement with environmental issues. Such programs include Mr. Eco, an educational virtual experience; Discovery Cube, a virtual eco-challenge for fifth and sixth graders; and the LA County Environmental Defenders Program. These programs are offered online and for free, for ease of access and flexibility in classroom spaces.

III. Results

Perception of Sustainability Education Coverage: Most students (78 percent) reported that sustainability education is either completely or somewhat sufficient. Teachers are less sure, with only 70 percent acknowledging sufficient or somewhat sufficient coverage.

School Encouragement of Environmental Action: Just over half of students (54 percent) acknowledge some effort by schools, though opportunities and strong encouragement are limited.

Topics Students Report Learning: Recycling/waste reduction (64%), climate change basics (59%), energy conservation (41%), and sustainable lifestyle habits (36%). Student learning is primarily focused on general awareness rather than applied or action-based knowledge.

Topics Students Want Emphasized More: Practical sustainable living (68%), climate solutions like renewables and policy (59%), hands-on projects (55%), and environmental justice (32%).

Resources Needed to Improve Sustainability Education: Ready-to-use lesson plans (70%), professional development (60%), more curriculum time (60%), and funding/resources (50%).

IV. Conclusion

Based on samples of 22 students and ten teachers within the Glendale Unified School District, we concluded that administrator initiatives to implement informative and inspirational environmental education have been partially successful. Programs featuring example lesson plans and interactive classroom activities for K-12 students resulted in general satisfaction with the breadth of climate curriculum, with 78 percent of students reporting that environmental education efforts were somewhat or completely sufficient.

However, the data demonstrates students' and staff's laments about insufficient resources and the district's failure to encourage student action. Staff expressed a desire for improved ready-to-use lesson plans. Students wished for a curriculum on social issues and scientific processes, so that they may be empowered changemakers in the climate space.