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鈥攐nce they have developed the ability to reason abstractly鈥攊s not only vital to inspiring interest but is also beneficial for students鈥� performance in climate literacy, reading comprehension, and engagement with the topic at large.”