I’m Joan Haley, and I’d like to share some reflections on our May 6 Equitable Climate Action Partnership (ECAP) event at the Vermont Institute of Natural Science (VINS). It was a day filled with inspiration, as students from pre-K through high school showcased their work with such enthusiasm and pride. As I walked through the exhibits, I was reminded of the power and importance of the REAL framework that guides our work. I saw this framework in action throughout the event.
Relationships are the foundation of all the work we do. At the exhibition, I witnessed students deeply engaged in their projects, not just as tasks to complete, but as meaningful contributions to their communities. For example, one group of students had been working on a project involving sit spots in nature—taking time to sit quietly, observe, and reflect. This practice allowed them to form a personal connection with the natural world, which they then expressed through art and journaling. Their presentations evidenced their understanding of climate science, yet also revealed how their relationship with nature had evolved. It was clear that these students had developed a deep appreciation for the Earth’s systems, and for one another. These heartfelt relationships seemed to drive their commitment to stewardship.
Equity was another key theme that shone through during the event. As one young woman shared her project on creating green housing designs, she didn’t just focus on the technical aspects; she also delved into the history of housing inequities and environmental injustice in our community, such as the building of low income housing in flood plains. She explored how these imbalances have fueled even greater financial disparities caused by recent floods and other impacts of climate change. Her project design was aimed at providing safer, more affordable, and more green housing for Upper Valley residents. This was a powerful example of how understanding the origins and influences of systemic inequities can inform and inspire the next generation to create a more just and climate resilient future.
Action, the heart of stewardship, was embodied in all of the projects at the exhibition. One particularly memorable example was a group of students who had taken on a gardening project to provide locally grown food for their school. Their enthusiasm was contagious as they explained how they had worked with local farmers, teachers, and community members to turn an unused portion of their schoolyard into a thriving garden. While they talked about growing food they also expressed how their project had brought people together, helped them develop new skills, and created a visible impact in their school community. It was a perfect illustration of how multi-solving—working on solutions that address multiple challenges at once—can create meaningful change.
Finally, Leadership was on full display throughout the event. Leadership in ECAP isn’t about a single person taking charge; it’s about everyone finding their role and contributing their voice and mind to the collective effort. I saw this distributed leadership in action as students guided each other through their projects, offering insights, asking questions, and making decisions together. These students weren’t just participants; they were leaders in their own right, confidently sharing their knowledge and learning from one another.
What made the day even more special was the celebration of successes, big and small. Whether it was through presentations, casual conversations, or even the excited chatter between peers, it was clear that the students felt a deep sense of ownership over their work. This celebration of their achievements is a crucial part of building their confidence and reinforcing the idea that they can make a difference in their communities.
In reflecting on the event, I’m reminded of how the REAL framework—Relationships, Equity, Action, and Leadership—naturally scaffolds the work we do. As students develop stronger relationships with themselves, others, and nature, they begin to see the connections between these systems. This understanding leads to a recognition of the inequities and imbalances in our world, which in turn drives informed and meaningful action. And through this process, we see the emergence of leadership—students who are not only learning about climate resilience but are actively shaping it.
I left the event feeling incredibly proud of our students, our ECAP Educator Leaders, and our ECAP Topic Champions. The work we are doing together is not just about the realities of climate change; it’s about empowering the next generation to be skilled stewards of both our natural and human communities. The hope I sensed from these ECAP students was more than a fleeting emotion. It was a hope grounded in the real, tangible actions they took with their teachers and community partners to create a place that is more conducive to well being.
Thank you for being a part of this journey and for supporting our mission to cultivate a culture of climate resilience through equitable climate action.
ECAP Project Manager
Principal and Co-founder, Education for Climate Resilience
Sharon, VT
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