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In a co-authored for Education Week, Willa Grifka ’24 advocates for pedagogy that educates students about climate change without negatively impacting their mental health. “Teaching children about climate change should be a major priority in spite of its mental burden,” Grifka and co-author Luke Williams write. “. . . Research has indicated that educating children and early adolescents about global problems—once they have developed the ability to reason abstractly—is not only vital to inspiring interest but is also beneficial for students’ performance in climate literacy, reading comprehension, and engagement with the topic at large.”