Light in the Darkness: How Education Sparks Hope in Kakuma

In a world where children grow up without light, without technology, and without a clear path forward, TAG chose a different route — one rooted in hope and driven by education. In 2020, we built two Innovation Labs in the heart of Kakuma Refugee Camp, with a bold mission: to raise the bar of education in one of the world’s toughest places.

Five years later, Koen and Bram from the TAG team returned to Kakuma — not just to evaluate progress, but to launch a new initiative: the Solar Light Project. This time, their journey was followed not by a Hollywood film crew, like the one behind Heroes for the Planet, but by a passionate team of Swiss, French, and Kenyan filmmakers. A new documentary is now in the making. Stay tuned.

The TAG team meeting each other during the first day

Kakuma’s roads are both literally and figuratively bumpy. Reaching our Innovation Lab Schools requires a UN jeep, traveling from the compound through harsh terrain. With malaria and cholera always nearby and the scorching heat pressing down, progress is hard-fought. Yet that’s exactly what our African TAG team has achieved. Franco, Simon, and William have been leading a wave of new programs — launching ICT clubs, art and design sessions, coding classes, and most recently, a Climate Action Hub to support TAG’s environmental work and foster sustainable innovation among refugees.

Over the past five years, this school has transformed: trees have been planted, a water tank installed, a school garden cultivated, fast internet provided, solar panels added, and 100 laptops deployed. It has become a true community hub — a place where students thrive, people connect, and ideas turn into real-world solutions.

What began as a seemingly ordinary Tuesday became a day of deep impact. Students in Belgium and Kakuma were both working on solar lights — a shared STEM project exploring how small solar panels and batteries, charged during daylight, could offer sustainable light at night. In Kakuma, the solar lights were attached to water-filled plastic bottles to amplify the brightness.

Students at both sides creating their solar lights

What the Belgian students didn’t know was that most homes in Kakuma have no access to electricity. For their peers in the refugee camp, these lights weren’t just a project — they were life-changing.

We met one student who had been stung by a scorpion the night before. With no nearby medical services, he had treated the wound with toothpaste. Still, he showed up to class — determined to build his own solar light. In just three hours, all 56 students created their own lights. They soldered, used glue guns, and cheered each time a light flickered on. But the highlight was still to come: a live virtual exchange with the Belgian students over Zoom.

The Zoom call with Kakuma and Belgian students

Promise proudly showcasing her solar light

They began by sharing stories about their countries, hobbies, and daily lives. Then, they proudly presented their solar lights — explaining what light meant to them. And then, something magical happened: as they shared music from their cultures, they began singing and dancing together, separated by continents but united in joy.

Students at both sides started dancing during the virtual exchange

Still followed by the film crew, we visited the homes of three students. Their parents saw — some for the first time — the impact their children were having. We saw James’ sand-walled home illuminated for the first time. And we listened as Promise spoke about how this simple light would allow her to study at night and dream bigger dreams.

James proudly showing the solar light to his parents

The Solar Light Project is just one of many initiatives TAG has led in Kakuma in recent years. During this visit, Bram also taught 110 students about Artificial Intelligence — showing how AI can help them build knowledge about innovation and climate change. This matters deeply in a place like Kakuma, situated in the Kenyan desert, where some of the world’s first climate refugees now live.

Team TAG. Meet Angelo (left),  the newest member of Team TAG, joining us to drive innovation and empower climate action through education.

The Power of Play – A Play Focused Session with Educators

Building Connections to the School District

Over the past few years, Take Action Global (TAG) proudly hosted eight distinct LEGO® Build the Change cohorts, bringing together educators from diverse backgrounds—including librarians, technology specialists, middle school educators, art instructors, fifth-grade teachers, and STEAM coordinators.

Among our early participants was Wendy Johnston, the STEAM teacher at Stillwater Elementary School. Wendy approached the program with enthusiasm and curiosity, eager to explore its potential across various grade levels.

Upon completing the program, Wendy shared that it was exceptionally well-organized and clearly explained. As the STEAM coordinator, she implemented a diverse range of lessons spanning first through fifth grades. This approach allowed her to observe firsthand how students at different developmental stages engaged with the STEAM activities.

Inspired by Wendy’s experience, we reached out to her principal, Ms. Rebecca Toleman, to arrange a visit to Stillwater. We were fortunate to coordinate a two-day engagement: on the first day, we conducted a one-hour professional learning session with the school’s educators; on the second day, we interacted with nearly 500 students during their inaugural STEAM Symposium.

Our theme for both experiences was “playful learning.” We believe that play is just as important for adult learners as it is for students. Play is a powerful learning strategy that allows both students and educators to develop critical skills for learning. For students, engaging in playful activities enhances problem-solving abilities, fosters creativity, and supports emotional regulation. Educators, too, benefit from playful learning experiences as it encourages innovative teaching approaches and strengthens collaborative skills. Research indicates that playful learning environments promote cognitive flexibility and resilience, essential traits for navigating the evolving educational landscape.

The LEGO® Build the Change program, supported by the LEGO Foundation, empowers children to address real-world sustainability challenges through creative play. By engaging in activities that promote environmental awareness and problem-solving, students develop a sense of agency and hope for the future.

Our collaboration with Stillwater School exemplifies the transformative impact of integrating playful learning into education. We look forward to continuing our partnership and supporting educators in fostering creativity and sustainability awareness among students.

Setting the Stage

When we arrived at Stillwater Elementary, we were met with a beautiful school and kind teachers and staff helping us with whatever we needed. Even though the school was huge, it wasn’t a problem because of staff members like, and including Wendy. As we arrived at the cafeteria, we were able to set up at the round tables filling the room. They had a nice open space for us in the middle and a great tech team helping us with a smartboard. We set up carts including LEGO bricks, pipe cleaners, pom-pom’s, playdough, and more for the school to keep the activities for their students so they can experience them too. Throughout the session the teachers also used these carts to express their creativity more within the activities. 

The Power of Play

Play isn’t just fun—it’s fundamental. In the classroom, play becomes a powerful strategy for teaching and learning, helping students build essential skills through experiences that are joyful, actively engaging, meaningful, iterative, and socially interactive. At Stillwater, these principles came to life through a series of playful learning activities that were both creative and educational.

  1. Free Play: Free play gives students the freedom to explore their ideas without strict guidelines. Whether building imaginative creations with LEGO® bricks, sketching designs, or crafting their own stories, students tapped into their creativity, problem-solving, and emotional expression. This unstructured time nurtured autonomy and encouraged them to follow their curiosity—sparking deep learning in the process.
  2. Structured Play: Structured play offers a balance between guidance and exploration. During our sessions, educators and students engaged in goal-oriented building challenges designed to solve real-world problems like ocean pollution and bee habitats in cities. These activities were scaffolded by clear instructions but allowed room for personal expression and group collaboration.
  3. Role Play: One of the most powerful ways to support empathy and communication is through role play. While we didn’t do a traditional role play session, many of the builds and group discussions encouraged participants to take on different perspectives—thinking like engineers, city planners, or environmentalists. This type of play helps students develop social-emotional skills and understand complex, real-world scenarios.
  4. Game-Based Learning: From the LEGO® Duck Challenge to build-a-solution tasks, participants experienced learning through games. These playful, low-stakes activities were designed to activate over 24 cognitive, emotional, and motor skills, including working memory, imagination, perspective-taking, and fine motor coordination (as highlighted in the LEGO Foundation’s research).

In every form, play fuels development—not only in young learners but also in adults. Educators at Stillwater embraced play as a dynamic teaching tool, reinforcing that structured learning can still be fun, and that joyful learning environments spark engagement, curiosity, and collaboration.

Engaging Activities

When the educators entered, they sat at tables in groups of approximately four. Each table had a printed mini mission, LEGO base plate, a pile of various LEGO bricks and two or three bags with yellow and orange bricks in them. To start, educators were asked to use the yellow and orange bricks to assemble a duck. Each group had the exact same pieces, the same directives, the same amount of time to build. Once we had assembled our ducks, teachers were asked to walk around the room and observe the different creations. We then asked them to reflect on what they noticed or observed. They shared that, while each of the ducks looked different, they all accomplished the same goal of building a duck. While the goal was clear, we allowed the learners to have the autonomy to design the path to get there. This activity showed how different people can think and encouraged them to bring a different approach to their lessons. Instead of showing them the way, we should consider giving our students an answer and looking at the different possibilities of problems instead of one problem and a fixed solution.

In the next activity, educators engaged in a hands-on, collaborative project designed to mirror student-centered, problem-solving experiences. Each table group was presented with two distinct “mini missions”—real-world climate challenges such as ocean pollution, humidity in caves, or urban bee habitats. Teams selected one mission to focus on, encouraging them to think critically and creatively without limitations. Using LEGO bricks, they worked together to devise and construct innovative solutions to their chosen environmental issue.

This exercise exemplified the principles of the LEGO® Build the Change program, which empowers students to tackle environmental challenges through creative design and problem-solving. The activity not only fostered teamwork and ingenuity among educators but also served as a model for engaging students in meaningful, playful learning experiences that address pressing global issues.

Playful learning is a way to bring engaging experiences for students while still teaching them and giving them structure. The power of play can result in a healthier classroom environment and help spark creativity in students. This concept is not only proven through research but heavily encouraged by specialists. The playful nature of these activities sparked new, more creative ideas, and overall so fun. This led to engaged participants and a good time for all.

Key Takeaways

The Build the Change experience—comprising the stages of immerse, create, and share—demonstrates a versatile framework that can be seamlessly integrated across all grade levels and subject areas. This approach fosters an environment where students are encouraged to engage deeply with real-world challenges, promoting active learning through hands-on activities.

  • Empowering Student Voice: By tackling authentic environmental and societal issues, students develop a sense of agency, realizing that their ideas can contribute to meaningful change.
  • Fostering Creativity and Critical Thinking: The open-ended nature of the challenges encourages students to think innovatively and critically, skills that are essential for problem-solving in various contexts.
  • Enhancing Collaboration and Communication: Working in teams to design and build solutions cultivates collaborative skills and effective communication, preparing students for future academic and professional endeavors.
  • Integrating Playful Learning: The use of LEGO bricks and other creative materials makes learning engaging and enjoyable, which can lead to increased motivation and retention of knowledge.

Educators observed that implementing the Build the Change methodology not only aligns with curriculum standards but also enriches the learning experience by making it more dynamic and student-centered. The adaptability of this approach allows for its application in diverse educational settings, making it a valuable tool for fostering holistic student development. In addition, they recognized the importance of integrating play into their own process as well. In short, they had fun and truly found this playful experience as a valuable one.

Day 2: Student Engagement at the STEAM Symposium

Overview

On Thursday, May 29, 2025, Stillwater Elementary proudly hosted its inaugural STEAM Symposium, marking a significant milestone in the school’s commitment to Science, Technology, Engineering, the Arts, and Mathematics (STEAM) education. The event brought together educators, students, and community partners to celebrate and explore the multifaceted world of STEAM.

Event Highlights:

  • Interactive Exhibits: Participants engaged with a variety of hands-on exhibits and demonstrations, showcasing the practical applications of STEAM concepts in everyday life.
  • Student Engagement: Approximately 480 students, from kindergarten through fifth grade, rotated through the symposium in scheduled intervals, allowing them to experience diverse STEAM activities tailored to their grade levels.
  • Community Collaboration: Local organizations and professionals contributed to the symposium by sharing insights into their STEAM-related fields, providing students with real-world connections to their classroom learning.

TAG’s Interactive Table Stations

At the 2025 Stillwater Elementary STEAM Symposium, Take Action Global (TAG) hosted two engaging and creative table stations designed to inspire students through hands-on, playful learning experiences.
Engineering Challenges: Our station at the STEAM Symposium was split between two tables. At the first table, we had LEGO’s set up with base plates and gave the students the mission to create their perfect classroom. There were no rules around what they could and couldn’t build and not much of a structured time other than the allotted time to go back to class and the other groups to come in. The students had an amazing time creating anything and everything they put their minds to. We saw students build things from rollercoasters to a garden and animal center, one student saying he loved the activity because, “It lets me use my very own imagination.” There was no pressure and it was wonderful to see the students’ creativity and teambuilding flourish.

  • Artistic Explorations: The second table set up was a coloring station where students were given a piece of paper with the outline of a LEGO mini figure and drew themselves as a mini fig. They were encouraged to include things that they did to help their community, their environment, and the world. They included things like a bike to ride instead of a car, recycling, and helping animals. This was a great experience for the less outgoing and more artsy students who prefer a less extreme environment. It also provided them with something to take home and a reminder of the importance of fun, creativity, and our world around us.

Impact and Reflections

Facilitating these stations taught me the importance of creating an inclusive and supportive environment. By actively engaging with students, asking open-ended questions, and encouraging them to share their ideas, I observed increased participation and deeper thinking. This experience highlighted how facilitation strategies that prioritize student voice and choice can lead to more meaningful learning experiences .

Overall, being both a facilitator and observer at the station was incredibly rewarding. It reinforced my belief in the power of interactive, playful learning to inspire creativity and develop a sense of responsibility towards our planet. It also demonstrated the power of play. Every student who came to our table could participate. The LEGO bricks made the learning more engaging and accessible. All students and ideas were welcomed and celebrated.

Call To Action

Our recent trip to Stillwater Elementary and the STEAM Symposium highlighted the transformative power of play in education. As educators, it’s essential to recognize that play isn’t just for students—it’s a vital component of our own learning and growth.

Why Integrate Play into Education?

Research underscores the benefits of playful learning across all age groups. Incorporating play into professional development can lead to deeper engagement, enhanced creativity, and stronger collaboration among educators. For instance, using manipulatives like wooden cubes to generate project-based learning questions has been shown to produce higher-quality outcomes compared to traditional methods.

Action Steps for Educators:

  1. Incorporate Play into Lessons: Design activities that allow students to explore concepts through games, role-play, or creative projects.
  2. Embrace Play in Professional Development: Participate in workshops that use playful methods to explore teaching strategies, fostering a deeper understanding and retention of new concepts.
  3. Foster a Playful Culture: Encourage a school environment where experimentation and creativity are valued, allowing both students and teachers to take risks and learn from failures.

By embracing play, we not only enrich our students’ learning experiences but also rejuvenate our passion for teaching. Let’s commit to making play an integral part of our educational journey!

Action Steps for Students:

  1. Engage in Creative Problem-Solving: Participate in activities that challenge you to think critically and creatively. 
  2. Reflect Through Artistic Expression: Use art to express your understanding of big concepts. 
  3. Take Ownership of Your Learning: Look for ways to guide your own learning experiences. 
  4. Advocate for Playful Learning: Encourage teachers and school administrators to incorporate more playful learning opportunities into the curriculum. 

Don’t be afraid to share your positive experiences and suggest activities that have helped you learn in enjoyable and meaningful ways. Learning should be fun. If it isn’t, then it is up to you to take action!

By: Lindsay and Riley Zilly

Cultivating Growth: Take Action Global and BreakFree Education in Action

At Take Action Global (TAG), we believe that climate education is a right for all learners. Our ongoing partnership with BreakFree Education exemplifies this commitment, bringing together our global network with their specialized expertise in fostering community-driven change among system-involved youth. Together, we’ve launched New Steps of Change, an initiative designed to connect young learners to the environment and inspire tangible action, starting with the vital role of trees in our world.

BreakFree Education works with young people involved in the juvenile justice system, providing them with opportunities for personal growth and community engagement. New Steps of Change introduces these students to sustainability and environmental justice through a unique lens: their personal connection to trees. This approach recognizes that fostering a sense of belonging and responsibility towards the natural world can be a powerful catalyst for positive change. By grounding the program in asset-based community development, BreakFree Education ensures that the initiative builds upon the existing strengths and resources within these young people’s communities, empowering them to become agents of change.

At BreakFree Education, we are thrilled to partner with Take Action Global. This initiative offers a unique opportunity to connect our students, held in confinement, with the natural world. By exploring their relationship with trees, we’re fostering environmental awareness and empowering them to become active contributors to their communities – one seedling of change at a time.

The initiative unfolds across four thoughtfully designed sessions. Beginning with an exploration of the UN Global Goals, students then deepen their understanding of the impact of trees. This groundwork leads to a project-based learning activity where students develop action plans for community tree planting proposals. To further engage their creativity, a design challenge involving tree dedication plaques encourages a personal investment in the proposed actions. This structured approach aims to move students from awareness to active participation in shaping their environment.

Here are some key takeaways that we feel can apply to all classrooms:

Building Identity and Connections: New Steps of Change highlights the importance of fostering a strong sense of identity and connection to the environment. By encouraging learners to explore their personal relationships with nature (specifically trees), the program establishes a foundation for environmental stewardship and action. This focus on identity can be particularly impactful for marginalized youth, providing a positive framework for self-discovery and community engagement.

Asset-Based Approaches: By focusing on the existing strengths and resources within a community (or, in this case, within the lives of the students), we can design more effective and sustainable solutions. This approach values the contributions of all learners and promotes a sense of agency.

Action-Oriented Learning: Moving beyond awareness to action is crucial. Providing students with opportunities to develop and implement real-world projects, like tree planting proposals, can empower them to become active participants in creating a better future.
The collaboration between TAG and BreakFree Education on New Steps of Change is about nurturing a generation that actively contributes to a healthier planet. By focusing on connection, action, and robust educator support, this initiative aims to inspire lasting environmental responsibility and community engagement among all learners, including those too often marginalized. This work was made possible in part by a grant from the Longview Foundation.

Planting Roots and Growing Futures: Heritage Middle School Becomes a Level 1 Arboretum

On May 8, 2025, Heritage Middle School in Berwyn, Illinois, celebrated a significant milestone by achieving Level 1 Arboretum status through the ArbNet Arboretum Accreditation Program. This accomplishment was the result of a collaborative tree planting event involving students, staff, and partners from The Morton Arboretum.

The school’s Climate Action School champions, alongside 7th-grade students from Rachel Belkov’s class, actively participated in planting a diverse array of trees, contributing to the development of the school’s Food Forest. This initiative not only enhanced the school’s green space but also provided students with hands-on experience in environmental stewardship.

Achieving Level 1 Arboretum status signifies that Heritage Middle School has met essential criteria, including maintaining a collection of at least 25 different species of woody plants, having a governing body, a strategic plan for the arboretum, dedicated staff or volunteers, and providing public access or educational programs .

During the planting event, students learned best practices for tree planting, such as:

  • Planting Hole: Digging a hole 2–3 times the width of the root ball but only as deep as the root ball itself to ensure the root flare is at or slightly above ground level .
  • Root Flare: Ensuring the root flare (where the trunk widens at the base) is visible above the soil line to prevent rot and encourage healthy growth.
  • Backfilling: Using the original soil to backfill, gently tamping it down to eliminate air pockets without compacting it excessively.
  • Mulching: Applying a 2–4 inch layer of organic mulch in a donut shape around the base of the tree, keeping it a few inches away from the trunk to prevent moisture buildup and potential rot .
  • Watering: Providing consistent watering, especially during the first two years, to establish a robust root system.

During our visit to Heritage Middle School, TAG team members had the rewarding opportunity to assist in planting a Shagbark Hickory, a Magnolia, and a Fir tree. This hands-on experience not only contributed to the school’s green initiative but also provided valuable insights into tree planting best practices.

One particularly enlightening moment was working with the Shagbark Hickory. Upon inspection, we noticed the presence of girdling roots—roots that encircle the trunk, potentially restricting the tree’s growth and nutrient uptake. Recognizing the importance of addressing this issue early, we carefully pruned the circling roots, ensuring not to disturb the tree excessively during its critical transplanting phase. Properly managing girdling roots at planting time is essential, as they can lead to long-term health problems for the tree if left uncorrected .

The next three years are vital for the establishment and growth of these newly planted trees. Consistent care, including appropriate watering, mulching, and monitoring for any signs of stress or disease, will be crucial during this period. Given the enthusiasm and dedication displayed by the students at Heritage Middle School, we are confident that these trees will thrive under their stewardship.

This experience not only enhanced the school’s landscape but also served as an educational platform, fostering environmental awareness and responsibility among the students. We are proud to have been a part of this initiative and look forward to seeing the continued growth and success of Heritage Middle School’s arboretum.

This event not only enhanced the school’s landscape but also served as an educational experience, fostering environmental stewardship among students. Congratulations to Heritage Middle School on this remarkable achievement!

Tackling Climate Misinformation in the Next Generation

Tackling Climate Misinformation in the Next Generation

Authors:

Gabrielle Rogers, University of South Florida (USF) Student

Eleanor Jolliffe, London Interdisciplinary School Student

May 1, 2025–Climate misinformation, the spread of false or misleading claims about climate change, is prevalent across social media and digital platforms. According to Reuters in 2024, 25% of respondents in 2024 said that they had ‘personally seen, read, or heard any news or information that [they] believe to be false or misleading’ on the topic of climate change in the last week,” (Ejaz et. al). 

This false information creates doubt among the public, undermining trust in science and slowing urgently needed climate policy and action. Without accurate knowledge, the path to meaningful change remains blocked. Strengthening our information ecosystems through education and proactive communication is critical. But how can we do this in practical, engaging ways? 

Pre-Bunking: Building Mental Armor

Pre-bunking exposes people to a small amount of misinformation along with a clear explanation of why it’s false. This builds resilience, so when individuals encounter misinformation later, they’re better equipped to reject it — like giving the mind a vaccine against falsehoods (Bond).

How Do I Do This?

In the classroom, show students common climate myths alongside fact-based debunking. This inoculation helps them spot and resist false claims in the future.

Example:

Misinformation: “The world getting hotter isn’t a big deal.”

Fact: According to the United Nations Environment Programme, even small temperature rises can “…throw the world’s delicate ecosystems into disarray…” (“Debunking Eight”).

Teaching Critical Thinking: Asking the Right Questions

Helping students develop critical thinking skills is key to navigating today’s complex media landscape. Providing guiding questions encourages them to pause and evaluate new information rather than accepting it at face value.

How Do I Do This?

Create a poster or handout with key questions students can refer to when they come across new claims. Questions might include:

  • Do reputable sources confirm this?
  • Can I quickly fact-check this? 
  • How can I kindly correct misinformation when I hear it?

Example:

Design an infographic with these questions and display it as a daily reminder in the classroom.

Utilizing Art and Technology: Making Learning Visible

Art and creative media can make abstract issues easier to digest while spreading awareness.

How Do I Do This?

Have students design posters, stickers, or flyers that tackle common misconceptions, such as the impacts of deforestation or plastic pollution.

Example:

Students can create collages about deforestation in the Amazon using magazine cutouts. First, they express their initial beliefs about the issue, then update their art after researching the facts. This process helps them internalize new knowledge while practising creative expression.

While building resilience against misinformation in younger generations may feel daunting, knowledge is power. Educators can spark curiosity, critical thinking, and care by integrating even small activities into the minds of those who can later create change.

Sources

Bond, Shannon. “False Information Is Everywhere. ‘pre-Bunking’ Tries to Head It off Early.” NPR, NPR, 28 Oct. 2022, www.npr.org/2022/10/28/1132021770/false-information-is-everywhere-pre-bunking-tries-to-head-it-off-early. 

“Debunking Eight Common Myths about Climate Change.” UNEP, 4 June 2024, www.unep.org/news-and-stories/story/debunking-eight-common-myths-about-climate-change.Ejaz, Waqas, et al. “Climate Change and News Audiences Report 2024: Analysis of News Use and Attitudes in Eight Countries.” Reuters Institute for the Study of Journalism, 28 Jan. 2025, reutersinstitute.politics.ox.ac.uk/climate-change-and-news-audiences-report-2024-analysis-news-use-and-attitudes-eight-countries#:~:text=On%20average%20across%20eight%20countries%2C%2025%25%20of%20respondents%20in%202024,Figure%2010.

Coding a Greener Future: Inspiring Innovation with BGC

Coding a Greener Future: Inspiring Innovation with BGC

At Take Action Global (TAG), we believe that empowering young people with the skills to address climate change is paramount. That’s why our ongoing collaboration with Black Girls Code (BGC) is so vital. This April, we’ve had the privilege of authoring engaging “Coding for Climate” courses for their incredible community, witnessing firsthand the ingenuity and passion these young leaders are bringing to environmental solutions through code.

Imagine the power of combining coding skills with a deep understanding of our planet’s challenges. Through these specialized sessions, BGC participants are diving into real-world climate issues and leveraging their coding abilities to create tangible solutions. From designing interactive simulations of renewable energy systems to developing data visualizations that highlight the impact of pollution, the girls are not just learning to code – they’re learning to be environmental problem-solvers.

We’ve been so inspired by the innovative solutions emerging from these April courses. For instance, one group of young coders is developing a web application to track local food waste and connect it with composting initiatives. Another team is designing a game that educates players about the importance of biodiversity and the impact of habitat loss. These projects showcase not only their technical prowess but also their commitment to creating a more sustainable future.

As one participant shared, “Learning to code with a focus on climate change makes it feel like I can actually do something real to help the planet.” This sentiment echoes the core of our mission at TAG – to equip young people with the agency and skills to become climate leaders.

Another student highlighted the connection between technology and environmental action: “It’s cool to see how something like coding can be used to understand and solve big problems like climate change. It makes it less scary and more like something we can actually work on.”

You can explore some of the amazing solutions created by these talented young women on the Coding for Climate platform. Their creativity and dedication are truly inspiring!

Building on this exciting momentum, Black Girls Code is offering AI Unlocked: Summer Tech Camps across the United States for learners aged 10-18. These immersive camps will provide another incredible opportunity to explore the world of technology, including AI and coding, and empower them to innovate and create solutions for a better future. With hands-on projects, mentorship, and a supportive community, these camps are designed to spark a lifelong passion for STEAM. Check them out or sign up here: www.wearebgc.org/camps.

Let’s continue to cultivate the next generation of climate leaders, one line of code and one innovative solution at a time!

The Power of Climate Education

Creating a sustainable world relies on the transformative power of education. By equipping students with climate knowledge and fostering a sense of agency, we empower the next generation to drive meaningful change. Take Action Global (TAG) is at the forefront of this movement, proving that education is not just a solution—it’s a catalyst for action.

 In a warming world, the frequency and intensity of extreme weather events are increasing, disrupting the education of 40 million children annually, primarily in low- and lower-middle-income countries. Notably, since 2022, over 400 million students globally have experienced school closures due to extreme weather events, underscoring the profound connection between climate change and educational disruption. In the United States, more than 86 percent of teachers and 84 percent of parents support integrating climate change education into school curricula.

Real-World Climate Solutions in Action

TAG’s programs have demonstrated the incredible impact young people can have when given the right knowledge and tools. Through initiatives like the Climate Action Project, students worldwide are learning about climate science and translating their knowledge into tangible solutions. In past projects, students have developed innovative sustainability initiatives, from planting trees to designing clean energy solutions for their communities.

For example, our global efforts to connect schools and cities through tree-planting initiatives, fostering deeper community engagement and environmental stewardship. Or our Build the Change partnership with LEGO Group, where TAG and LEGO Build the Change promote playful learning and creative problem-solving through monthly mini-missions, ensuring young people’s voices are heard and their ideas inspire leaders worldwide. These success stories highlight the power of climate education to drive action beyond the classroom.

Innovation and Grassroots Action

When young people understand climate science and its implications, they don’t just become informed citizens; they become changemakers. Encouraging students to think critically about environmental challenges and develop innovative solutions tailored to their communities’ needs is critical for growing a global network of young leaders committed to sustainability.

Take, for instance, TAG’s commitment to expanding access to climate education by providing a free, six-week online program for teachers and students of Sierra Leone to access resources to deepen their understanding of climate changes. Or consider the on-the-ground efforts at Kenya’s Kakuma Refugee Camp, where TAG’s Climate Action School offers daily learning opportunities through innovative teaching methods, computer science, and global engagement initiatives. This program empowers refugees with education despite the camp’s challenging environment. These grassroots actions, driven by climate education, demonstrate the far-reaching impact students can have when given the opportunity to lead.

A Call to Action

The climate crisis demands urgent, innovative solutions, and education is the key to unlocking them. TAG’s work proves that when we invest in climate education, we invest in a future where young people drive sustainability efforts from the ground up. By integrating climate education into school curricula worldwide, we can nurture the next generation of environmental leaders who will continue to push for a healthier planet.

The question is no longer whether students can make a difference—it’s how we can better support them in doing so. The time to act is now.

“We envision a democratic, dignified and globally engaged Sierra Leone, where poverty is eliminated by educated citizens. EducAid believes in ownership & potential of its students. We provide opportunities for students especially from vulnerable backgrounds. We use innovative methods to foster critical thinking not only on academic but also societal topics, i.e. climate change.”
– Aminata Kargbo, student, Lumley School

Unplug to Connect: Student Ideas for Digital Wellness and a Thriving Planet

The energy was amazing at the recent New York Statewide Student Digital Wellness Showcase! Young innovators from across NY state gathered virtually to share their powerful ideas on how to navigate the digital world mindfully and foster a deeper connection with the natural environment. This inspiring event, co-hosted by Andrew Ferrone (WSWHE BOCES) and Take Action Global, highlighted the crucial link between our well-being in the digital age and the health of our planet.

As Dr. Jennifer Williams from Take Action Global emphasized, this showcase was “made for students by students,” a platform for them to share their learning and initiatives. The focus wasn’t on condemning technology, but on exploring how we can interact with both technology and nature in healthy and meaningful ways.

Governor Hochul’s recent address on the importance of cell phone-free schools provided a powerful backdrop for the discussions. She highlighted the “war being waged for our children’s minds” by addictive algorithms and the constant pull of social media. The students from Schoharie Central School District offered a compelling real-world perspective, having implemented a cell phone-free policy three years ago.

“It’s definitely more education-based,” shared one student. “You don’t see anybody in the hall on their phones… We get to study more and it’s easier to communicate with our friends and peers.”

Another student noted the positive impact on face-to-face interactions: “You’re definitely more like yourself during face-to-face conversations than social media conversations.”

The students also highlighted the initial apprehension but eventual acceptance of the policy. “I was honestly worried… but we quickly learned to adapt,” one student admitted. The positive outcomes, including increased grades and engagement, ultimately outweighed the initial concerns. “A cell phone free learning environment has caused my grades to increase and it has caused me to engage with my peers more in the classroom,” shared another.

Beyond the benefits of disconnecting from devices within the school environment, the students also presented insightful ideas on how to intentionally unplug and foster a stronger connection with nature for overall well-being:

  • Embrace Green Spaces: Inspired by Renaissance School for the Arts’ community garden project, students highlighted the calming and revitalizing power of nature. As student Joanna shared, “I believe that green can help them become calm or maybe just make them feel what the world is made of basically like mother nature.”
  • Mindful Outdoor Exploration: Encourage students to take “tech breaks” and engage their senses in natural environments – noticing the sounds, smells, and textures around them.
  • Nature-Based Hobbies: Promote activities like gardening, hiking, birdwatching, or simply spending time in parks as enjoyable alternatives to screen time.
  • Integrate Nature into Learning: Following the “Frameworks for Phenomenal Science Success” study mentioned by Take Action Global, explore place-based learning that connects curriculum to local ecosystems and environmental issues.
  • Creative Expression in Nature: Encourage students to use nature as inspiration for art, writing, music, or photography, fostering a deeper appreciation for the natural world. As Isaiah from Renaissance School of the Arts, a budding musician, shared his excitement for their upcoming climate change concert, it’s clear that creativity and nature can powerfully intertwine.

This student showcase made it clear: the next generation is not only aware of the challenges of the digital age but is also actively seeking and implementing solutions. By intentionally disconnecting from technology and reconnecting with nature, they are paving the way for a healthier and more sustainable future for themselves and our planet. The insights shared by these young leaders offer valuable lessons for us all.

Watch the full event here:

Inspired by these young innovators? Fuel your own students’ creativity and problem-solving skills by joining the Playful Cities Challenge! Partnering with LEGO Group, this exciting LEGO Build The Change initiative encourages students to design solutions for more playful and sustainable cities. Learn more and get started: https://www.buildthechangeschools.org/challenges/playful-cities

Climate Education, Climate Change

Virtual Classrooms, Global Solutions: Breaking Borders in Climate Education

The escalating climate crisis necessitates an informed and proactive global citizenry. However, UNESCO reports that only 53% of national education curricula worldwide reference climate change, highlighting a significant gap in environmental education. Virtual classrooms emerge as a powerful solution to bridge this gap, facilitating cross-cultural collaboration and equipping students with the knowledge and skills to address environmental challenges.​

Take Action Global (TAG) is harnessing the power of virtual learning to connect students worldwide, fostering cross-cultural dialogue and collaboration. Through these virtual exchanges, students from vastly different environments—like Kenya and California—are sharing experiences and co-creating solutions to address climate challenges such as droughts and flooding.

For instance, students in Kenya, facing prolonged dry seasons and water scarcity, have partnered with students in California, who are also grappling with increasing drought conditions. Together, they have explored water conservation strategies, exchanged ideas on sustainable agriculture, and worked on digital campaigns advocating for climate resilience. This kind of collaboration not only deepens their understanding of local and global climate impacts but also empowers them to take action within their own communities.

“One of the most powerful things about virtual learning is how it opens doors-not just to information, but to people and perspectives around the world. At Pinellas Virtual School, we’ve seen how students light up when they realize they are part of something bigger than themselves. That’s where Take Action Global comes in-they help us turn virtual classrooms into global communities, where learning has real meaning and impact. 

Looking ahead, I believe virtual classrooms will continue to evolve into dynamic spaces that foster connection, creativity, and purpose. It’s not just about logging in to learn-it’s about showing up to lead, to collaborate, and to make a difference. 

This year, for Earth Day, our students are taking part in a local tree planting project right here in our county. It’s a great example of how global learning can inspire local action. Working with Take Action Global aligns perfectly with our values at Pinellas Virtual School. Together, we’re helping students grow into thoughtful, engaged citizens who care deeply about the world and their role in it. That’s the kind of learning that stays with you for life.” 

Mandy Perry, Principal of Pinellas Virtual School


Technology plays a crucial role in making these connections possible. Virtual reality experiences, interactive digital platforms, and video conferencing tools allow students to engage in real-time discussions, conduct joint research, and even design projects together—regardless of geographical boundaries. These tools not only make climate education more accessible but also cultivate a sense of global citizenship among young learners.

By removing traditional barriers to education, virtual classrooms ensure that students from under-resourced areas can access the same learning opportunities as their peers in more developed regions. This democratization of climate education fosters inclusivity and ensures that the next generation of climate leaders represents diverse perspectives and lived experiences.

A Call to Action

The integration of virtual classrooms in climate education is not just an innovative approach but a necessary one. By leveraging technology to connect students worldwide, we can cultivate a generation equipped to tackle the climate crisis collaboratively. Embracing virtual classrooms as a global solution in climate education is a pivotal step toward a sustainable future.​ Learn more about our virtual exchange here.

Pushing Forward for Climate Education! 

March 9th, 2025–  We’ve continued our efforts in climate education with our professional development session in Hawaii, which brought together non profit organizations, university partners, and educators to discuss how collaboration between the groups can become more effective in the future and subsequently improve educational equity and STEM education in Hawaiian schools.    

This meeting marked the midpoint in our participation in the “Frameworks for Phenomenal Science Success: Enhancing Partnerships for Aina-Based NGSS Experiences” study, which utilizes collaborative idea sharing to develop an “aina” or place based curriculum that improves STEM education and focuses on Hawaii’s environment. The Hawaii Science & Technology Museum (HSTM) hosted the meeting for the study, where shareholders presented their perspectives on effective collaboration to begin formulating well-rounded solutions to use in the local classrooms. This meeting included vital considerations for the future, including considering time limitations for teachers, determining how students are engaging with the content, and the pros and cons of integrating community resources into the classroom. These discussions will aid in ensuring the future curriculum can be used to create engaging and impactful content for upcoming students. 

This meeting is an important step towards educating, protecting, and advocating for Hawaii’s land, which is rich in wildlife and biodiversity. While the meeting ideas were initially jotted down on a small sheet of paper, they will eventually play a much larger role in impacting STEM education and collaboration. This study will ensure future collaboration models will be engaging, diverse in perspectives, and most of all: impactful. Any initiative made towards creating an impact will lead to change, and consistent strides even more so. Our hope is that we can focus on creating a positive impact in the future, building on previous knowledge, working with others, and pushing forward in our desire for a sustainable future in everything that we do.