Chesapeake Bay, Maryland, USA

Flames of fire move with a renewed vengeance, consuming all trees in their path. What was once bursting with life is now smothered and permanently scarred. In the ocean, it is pure silence. Coral reefs are empty skeletons, rigid and devoid of life. Sea levels begin to rise with an incessant advance and make their way into neighboring homes. They drown these homes and their associated memories, traditions, and stories become echoes of a distant past. I blink and the screen goes black.

Tears streamed down my face, and I watched in absolute horror as my teacher played a video of the worst-case scenario of climate change. I sat there, an apprehensive 8th grader, petrified by the images of overflowing landfills and flooded cities. This video served as a profound awakening, and a multitude of questions started to surface in my mind: Why was it not until 8th grade that I had received any form of environmental education? How can I educate other students on the environment?

Climate advocacy has long been a passion of mine: I was part of a plant-powered youth steering committee, where I met with the Executive Office of the President and USDA to lobby for the Healthy Future Students and Earth Act, Equitable Procurement Bill, and Farm System Reform Act; I have hosted assemblies and nonviolent actions to advance social justice climate advocacy; I have volunteered for organizations such as the Sierra Club; and I have raised awareness of invasive species as a Girl Scout.

However, my desire to address specifically environmental education motivated me to choose this topic for my Apprentice Ecologist project, and I founded the Climate Health Education Initiative, a youth organization that aims to empower youth to achieve sustainability through a hands-on approach.

Based in the Chesapeake Bay Watershed, my project took root in Maryland. The Chesapeake Bay Watershed is the United State's largest estuary and is home to over 3,000 species of plants and animals. Still, the bay is at dire risk due to issues including erosion, runoff, and invasive species infestation. Living in proximity to the Chesapeake Bay has instilled in me the value of conservation and has fueled my passion for protecting this area. Moreover, Maryland has over 400 Title I schools that I wanted to focus on. Although climate change is a threat to everyone, it primarily targets the underrepresented minority. These groups face a multitude of difficulties that range from income to health barriers and will encounter the worst consequences of the climate crisis.

To start my project, I conducted outreach and forged connections, which I primarily accomplished through social media. I launched an Instagram account and posted frequently to spread awareness of my new project. Social media has proved to be a powerful tactic for my project; I have been able to grow a network of students and educators worldwide and foster engagement and action on environmental issues. I have also transformed social media into an advocacy tool, and my team and I now create informative graphics to raise awareness about the environment.

I then contacted schools and asked if they would be willing to have their students participate in these environmental education programs. Given that my project centers on reaching out to schools and students who may not have equitable access to environmental education, I emphasized the cost-free aspect of these environmental education programs. I often borrowed picture books from libraries and made use of existing materials I had available for recycled projects. This strategy provided me the foundation to grow my project, and I was able to start two afterschool programs without making expenditures.

Next, I assumed the role of team leader and recruited a team of like-minded high school and middle school students. I was surprised by the number of students, even students who were not originally passionate about environmental education, who were interested in collaborating with me. Soon, what started as 40 team members has now increased to over 80 team members globally. This collective effort has allowed me to strategically delegate responsibilities to create and manage these programs. In our programs, students have the chance to engage in interactive lessons. In one lesson they may plant trees, and in another lesson, they may create recycled crafts. Each hands-on activity is supplemented with a lesson that is emphasized throughout the activity. Oftentimes, we read picture books to the students and play them videos to expose them to real-world applications. If the weather permits, I encourage students to continue their learning outdoors in an experimental learning environment and we do scavenger hunts and collect natural resources from the outdoors for our recycled crafts. My team and I also create lesson guides for teachers and faculty to follow along; these guides include the required materials, lesson goals, and the recommended time that should be allotted for each part of the lesson. With each lesson, activity, and event, my initiative has given students a platform where they feel comfortable voicing concerns and has supplied students with resources to take environmental action in their schools.

Lastly, to measure the impact of my project, I used surveys and questionnaires for students before and after the programs to assess their knowledge. According to the surveys I conducted, my program has effectively helped students increase their environmental knowledge and awareness. Before the start of the program, 80% of students did not know how climate change affects them and 80% did not know the causes of climate change or how it impacts their lives. Following my project, these percentages lowered to 20% and 10%, respectively. Qualitatively, I noticed that with each visit, students were more excited to learn about the environment and topics such as plastic pollution, deforestation, and climate change. For example, for a gardening project I completed with students at one of the participating schools, students were eager to see their plants grow each week. Witnessing their curiosity and interest blossom has allowed me to truly grasp the impact of my project. In addition, the data and results from social media analytics demonstrate that my social media page has reached thousands of accounts, mainly students and young adults. As time passed, my social media account has grown both in following and reach. We have accumulated over 840 followers on Instagram and have representation and users in 20+ countries internationally, with our educational content reaching over 18,000 users. We are also beginning to launch our Chapters program, where students from anywhere in the world will be able to receive these free gardening kits and training to replicate our programs in their local communities.

My Apprentice Ecologist Project has provided me the confidence to exceed my expectations and accomplish more than I thought was possible. Whereas I assumed that I was not capable of achieving a large project as a high school student, I have realized that with perseverance and drive, I can create meaningful change in the climate action space. Through my project, I have learned how to recruit a team, forge partnerships, and transform challenges into successes. I have grown not only as a leader, but also as a student, and I am excited to pursue my passion for environmental sustainability as an Environmental Engineer and educator in college. No longer a timid 8th-grade student terrified for her future, I have emerged out of this project as a powerful activist.

My journey in environmental activism has been enriched by profound experiences that strengthen my unwavering commitment to serving those from diverse backgrounds and communities. As I continue to learn and collaborate, I am excited to contribute my passion, skills, and dedication to furthering the cause of sustainability and environmental advocacy on a larger scale. Ultimately, the Ecologist Initiative Award would help my initiative to grow and provide more resources to our student leaders who are eager to combat the climate crisis. By creating spaces where students feel known, heard, and accepted, I hope to pave the way for a more just, sustainable future.