How To Have A Hard Talk About Our Changing Environment With Kids
Earlier this week, we looked at how kids who live in coastal Florida learn about sea-level rise. They witness it all around them: on television, in school, sometimes in their front yards.
Even so, big, landscape-changing events in nature can be tough for children to understand.
So we spoke with Professor David Sobel, who has spent much of his academic career at Antioch University in New England examining how to teach kids about the environment. Heās developed the Environmental Ladder of Responsibility (seen below)āa developmentally appropriate framework for the when and how of talking to children about environmental issues.
Q: How do you talk to kids about sea-level rise?
Sobel: Sea-level rise is just one aspect of talking to kids about climate change. I think weād consider them wed together.
Trying to engage kids in understanding the issues and figuring out what they can do about it without inordinately scaring them is a great approach to sea-level rise.
Itās important that kids progressively understand the issues. Before you dump a lot of responsibility on them, youāve got to make sure they feel connected to the natural world, and at one with it, and understand its beauty. And have a sense of why they want to protect it before you recruit them to be conservationists.
Q: In South Florida, kids witness sea-level rise all around them, sometimes literally in their front yards. What do you do when kids, especially young kids, have really hard questions about whatās happening?
This differs a lot depending on if youāre talking about 4- to 7-yr-olds, or 7- to 11-yr-olds, or 11- to 14-yr-olds. But with the youngest kids, itās really important to assure them people are working on this problem. The sea levelās rising, itās happening a little at a time; itās not happening all at once. Kids donāt understand rate of change. And [tell them] there are a lot of people working to make a difference and you can make a difference, too.
Q: What are the risks if you arenāt careful about directing the conversation?
Ā If thereās too much emphasis on fear, then kids just shut off. I think thereās a dissociation that happensāsimilar to what happens when kids are in violent home situations. They dissociate and just disconnect.
And so itās easier for kids to dissociate and say, āwell I canāt deal with that, I canāt think about that, itās too scary.ā Then you can scare them into inactivity and unresponsiveness.
Q: So letās say youāre a parent who has been relying on television and school, but itās time to have the talk about sea-level rise and climate change, where do you start?
Ā You donāt start with the talk; you start with increased opportunities for kids to be in the natural world. To be on walks, be in the ocean and to experience the grandeur and fun of being in nature so that kids appreciate it and recognize its values.
And then you slowly start by saying: hereās a problem, itās been happening for a while, and hereās something we can all do about it to make a difference.