Rooted in climate action: What a classroom in Enugu taught me about climate change – EnviroNews

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A few weeks ago, I walked into Iheaka Girls Secondary School in Enugu State, expecting to teach and introduce the concept of climate change during the programme “Rooted in Action: Growing Green Generation.” On paper, our execution strategy was simple: the focus would be about the environment, what climate change is, why it is happening, and then engage the students in practical ways to actually do something about it. We were to plant trees, build a recycling point, learn to turn trash into wealth, and inaugurated an Eco Club that would outlive our visit.

In practice, it became a revealing experience. From the first engagement I noticed that the students weren’t just listening as I introduced the concept, they were connecting, it felt as though I was telling a story they have heard before.

We often underestimate how much young people already know – they may not always speak in the language of science or policy, but through lived experience, they have already witnessed the changing seasons, rising temperatures that feel different each year, and environmental disruptions exacerbated by climate change, which has been etched into their daily lives. I had come to teach, but in many ways, I left with hard lessons.

While the students did not have a systematic language to describe their experiences, they felt at ease sharing these experiences and were eager to learn how to protect the environment from further damage.

Most memorably, I recalled vividly a student shared her story about how a flood tore through her neighborhood years ago. It wasn’t a minor inconvenience as homes were damaged, properties were lost, and eventually her family had to relocate to another shelter. From her perspective, climate education was no longer an abstract topic from a bulky textbook, but a grief still sitting close to the surface. That moment reframed the entire project for me. We weren’t just introducing these students to climate change; we were giving them the tools to understand something they had already survived.

But the learning did not stop there. While the programme was not limited to climate education lessons; students also participated in a “trash-to-treasure” project where they learned not to see discarded materials as waste but as resources that could be transformed into wealth.                     

The highlight of the project for me was the tree planting exercise where students had opportunities to plant trees themselves. By the end of the project, these students knew more about climate change, its causes, and its local consequences than most adults I know. The whole project was indeed a wholesome experience not just for us but for the students and staff.

Yet, during the engagement with the student, an important gap became visible – it was discovered that Climate education is still not taught as a standalone subject in many schools, as opposed to being treated as an independent subject. And mere embedding climate education in other subjects has resulted in loss of climate information at different levels.

It is therefore recommended that Nigerian education system recognise climate education as a distinct subject and invest in the curriculum, teacher’s training and learning resources. These would equip young people not only to understand the climate crisis but also to become leaders in building a more sustainable future.      

Ultimately, if we want a generation that is prepared to navigate a warmer and more uncertain world, our task is not simply to convince young people that climate change matters; many of them already know that through lived experience. The real challenge is to trust them enough to give them the knowledge, platforms, opportunities, and responsibility to act. My experience at Iheaka Girls’ Secondary School showed me what becomes possible when we do.

By Obetta Victory Chinaza, Climate Champion & Sustainable Development Advocate