1) Why did you join the EcoTeam, and what has kept you so committed?
I was in grade five the first time I learned about the concept of an EcoTeam, so I was about ten years old. I got involved because joining my/an EcoTeam was, for me, the natural thing to do; I’d developed a passion for environmental causes in first grade when I learned in class about the dangerous reality our world faces because of human actions.
Kids understand more than we give them credit for – we were six years old and sitting in our grade one classroom discussing the way humans harming the environment was ultimately harming ourselves. It was real to me, to us, in a way that it didn’t seem to be real for the adults; they were, after all, the ones making the decisions to perpetrate environmental harm. I had, and continue to have, a strong sense of justice and a need to be part of the solution rather than simply hoping other people will take care of the problem.
Over the years, I’ve gone from elementary school to university, but what has stayed the same is my passion and conviction that I need to do everything I can to protect our world and every living thing on it for generations to come. My EcoTeam was by far the most accessible way to do this. This was a space that didn’t look down on me because of my youth, that supported and validated my suggestions and work. I am also keenly aware that young people, and specifically young women, all around the world have, for centuries, broken through barriers to be at the forefront of important social improvement.
We are the youth, we are willing and able to dream up and fight for a better future for ourselves and those not yet here.
2) Tell us about your EcoTeam journey
In elementary school, we worked on simpler things like waste sorting, turning off the lights, and litterless lunches. I started to learn the best ways to go about running campaigns and the importance of accountability: of showing up and committing to do what you signed up for to the best of your ability.
High school was where I started learning about environmental issues in a more complex, in-depth way; I also learned about how broader topics, not often considered, like clothes and food are connected to the environment. Our campaigns, too, became more complex, spanning a greater number of specific issues: we did battery bake sales, local food cafes, and greening projects. I learned about working with different people, gained experience, and improved my skills for effectively leading groups.
At present, I’m dedicating my life to environmental action working toward a degree in environmental studies while staying heavily involved in the EcoTeam equivalent at my university. I’m building on the depth of knowledge I gained in high school, learning about different resources to organize and effectively create change, and the importance of building sincere relationships. I am also continuing to learn how to be critical and nuanced in suggesting solutions; and how to overcome barriers.
3) What support did you receive from adults at your school?
Teachers really helped shape our activities and direct the team, especially in the younger grades. I also appreciated the different green field trips I was able to participate in thanks to teachers – getting to plant trees is awesome! Most importantly, teachers helped break down barriers we faced in undertaking our projects and helped to create solutions.
Supportive principals are also such a help. In high school, our principal used extra budget money to purchase three water bottle refill stations for the school, making us one of the first high schools to get them. A special shout-out, also, to awesome custodians – they’re absolutely integral for schools to be green and their role is often not given as much visibility.
Looking back, I think this support had huge benefits on an unconscious level. In our society, there are many established adult-youth hierarchies, and so as a young person, having an adult authority stand with you on equal ground working toward a common goal is a highly encouraging and confidence-building experience.
4) What were key highlights from your time on EcoTeams?
My EcoTeam brought a group of diverse people together to make a difference for our planet – that in itself is already pretty awesome.
Perhaps the most important thing my EcoTeam did for me was help me grow and learn about myself.
A younger version of me would never have foreseen me being capable of some of the things I was doing at the end of high school. In grade 12, I held my EcoTeam’s highest student leadership position, when my ninth-grade self was afraid of not being “good enough” to lead one of my EcoTeam’s sub-committees. I’m on the shyer side, but as part of the role, I stood up in front of the entire school at the welcome back assembly to deliver a talk about the EcoTeam and our achievements in four short years (we’d gone from no certification to gold, and were headed for platinum!). I also did all of our PA announcements; I was out there representing what I believe in, and today that is one of my biggest goals: doing work worthy of being known and respected.
Another major benefit was realizing I had extensive experience doing things people actually get paid to do, well before having a job or graduating high school thanks to everything I did for my EcoTeam.
5) How did your years on the EcoTeam shape your current path?
No doubt, my EcoTeam experience is one of the main reasons that I’m where I am today studying environment, resources, and sustainability. My EcoTeam helped me realize that my passion for the environment could be a career. This early exposure to the importance of being socially and environmentally aware has made me extra informed about environmental issues and solutions. It also gave me a strong basis to understand, learn about, and advocate for various aspects of change I am passionate about.
6) How do you stay inspired as an environmental advocate?
It’s definitely really hard sometimes, and I have left classes extremely upset, but it all comes back to this: if not me, if not us, then who? So many systems are in crisis. We do not have the luxury of waiting around for someone to solve the problem, and furthermore, why would we want to? Being able to say you have a deep-seated role in helping people, helping the planet, is something really special, and it’s something not all people can say. Being a part of something big that you can really be proud of is one of the best feelings in the world.
More and more, I find myself emphasizing the importance of looking at how environmental issues and other important causes intersect and how these movements can be good allies and help each other. Many of our causes are interrelated. There are a multitude of ways that the environment affects social issues ranging from affordable housing to human rights and equality, and to find holistic solutions, all of these causes need to have a keen awareness of each other.
7) What tips would you give to EcoSchools?
For students:
- Take the leap, it is so worth it! You might not consider all of it “fun” but the friends you make will be true ones, and you’ll be able to push your limits and learn that you are capable of more than you could ever imagine.
- Build relationships: forge bonds with people in your school but also in other schools and the broader community. Meaningfully showing up for each other will lead to amazing collaboration, opportunities, ideas, and projects.
- Find a way past awareness: Awareness of a problem is the first step towards a solution, but awareness by itself does not create action. Figure out ways that you can inspire action in your school community and you’ll find real change.
For teachers and administrators:
- Don’t clip their wings. Allow students to come up with wild ideas and run with them. Help them make sure the idea is holistic and addresses all the factors that it should, but don’t let cynicism creep in.
- Running into barriers? Help students find ways around them. People are never too young to make an impactful change.
- Dream big. EcoTeams shouldn’t be limited to a school’s walls! When possible, take the EcoTeam outside of school. Young people want to see that their actions have real impact out in the world. I’ve heard amazing stories of students getting opportunities beyond their wildest dreams from their EcoTeams, doing awesome things like speaking at city hall and changing their world and their schools. Look for those opportunities for the students, help them create them, and help them achieve them.
8) How has being an Ontario EcoSchools intern informed your perspective on the program?
It’s been really interesting to see just how much work, passion and care goes into running the program as well as all the nitty gritty it takes to make a non-profit registered charity run. It’s been lovely working with such motivated truly caring people; everyone is so skilled, talented awesome and, supportive. Great people make a great program.
It’s also been a powerful affirmation of how well my years on the EcoTeam have trained me to succeed. School isn’t just preparation for “the real world”; for many young people, the real world is school and the way EcoTeam teaches you for the now as well as for the future is paramount and fundamental.
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