Why Environmental Justice Is Educational Justice
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| Title: | Why Environmental Justice Is Educational Justice |
|---|---|
| Language: | English |
| Authors: | Kristen Hengtgen, William Rodick, EdTrust |
| Source: | EdTrust. 2025. |
| Availability: | EdTrust. 1250 H Street NW Suite 700, Washington, DC 20005. Tel: 202-293-1217; Fax: 202-293-2605; Web site: https://edtrust.org/ |
| Peer Reviewed: | N |
| Page Count: | 13 |
| Publication Date: | 2025 |
| Document Type: | Reports - Descriptive |
| Descriptors: | Climate, Social Bias, Disproportionate Representation, Low Income Students, Students with Disabilities, Minority Group Students, Environmental Education, At Risk Students, Pollution, At Risk Persons, Disadvantaged, Student Needs, Justice, Equal Education, Administrator Role, Social Emotional Learning, Educational Quality, STEM Education, College Readiness, Career Readiness |
| Abstract: | Climate change is amplifying existing inequities that disproportionately affect students of color, students from low-income backgrounds, and students with disabilities. Addressing these inequities and educating students about climate change should be a priority, as extreme weather events -- such as flooding, extreme heat or cold, severe storms, and wildfires -- that disrupt school operations and undermine student learning are becoming more common. What's more, these students -- many of whom lack consistent access to clean air and water and safe housing -- are at greater risk of exposure to pollution that can worsen asthma and other health issues. They're increasingly and understandably anxious about the climate crisis -- as the stakes are high and they will likely bear the brunt of it -- and want to know what they can do about it. As a result of historic housing discrimination and industrial capitalism, many communities of color and those in concentrated poverty are "fenceline" communities, living on the geographic borders of industrial facilities that pose risks to their health. The people living in these communities are more likely to be exposed to man-made industrial pollutants and natural disasters. Students who reside in these communities are also more likely to attend schools with less funding and resource inequities, meaning that the policy failures that expose them to environmental harm are often compounded by systemic educational disadvantages. To make matters worse, these historic realities are being stripped from school curricula in favor of teachings that deny the reality of climate change. The authors recognize how environmental injustices can impact communities and schools and outline six principles that are crucial for advancing climate justice in education. By focusing on these principles, state and district education leaders, decision-makers, and schools can meet the needs and aspirations of students of color and students from low-income backgrounds and contribute to a more just and resilient world. |
| Abstractor: | ERIC |
| Entry Date: | 2025 |
| Accession Number: | ED674764 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED674764 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Header | DbId: eric DbLabel: ERIC An: ED674764 AccessLevel: 3 PubType: Report PubTypeId: report PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Why Environmental Justice Is Educational Justice – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Kristen+Hengtgen%22">Kristen Hengtgen</searchLink><br /><searchLink fieldCode="AR" term="%22William+Rodick%22">William Rodick</searchLink><br /><searchLink fieldCode="AR" term="%22EdTrust%22">EdTrust</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22EdTrust%22"><i>EdTrust</i></searchLink>. 2025. – Name: Avail Label: Availability Group: Avail Data: EdTrust. 1250 H Street NW Suite 700, Washington, DC 20005. Tel: 202-293-1217; Fax: 202-293-2605; Web site: https://edtrust.org/ – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: N – Name: Pages Label: Page Count Group: Src Data: 13 – Name: DatePubCY Label: Publication Date Group: Date Data: 2025 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Reports - Descriptive – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Climate%22">Climate</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Bias%22">Social Bias</searchLink><br /><searchLink fieldCode="DE" term="%22Disproportionate+Representation%22">Disproportionate Representation</searchLink><br /><searchLink fieldCode="DE" term="%22Low+Income+Students%22">Low Income Students</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Group+Students%22">Minority Group Students</searchLink><br /><searchLink fieldCode="DE" term="%22Environmental+Education%22">Environmental Education</searchLink><br /><searchLink fieldCode="DE" term="%22At+Risk+Students%22">At Risk Students</searchLink><br /><searchLink fieldCode="DE" term="%22Pollution%22">Pollution</searchLink><br /><searchLink fieldCode="DE" term="%22At+Risk+Persons%22">At Risk Persons</searchLink><br /><searchLink fieldCode="DE" term="%22Disadvantaged%22">Disadvantaged</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Needs%22">Student Needs</searchLink><br /><searchLink fieldCode="DE" term="%22Justice%22">Justice</searchLink><br /><searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Administrator+Role%22">Administrator Role</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Emotional+Learning%22">Social Emotional Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Quality%22">Educational Quality</searchLink><br /><searchLink fieldCode="DE" term="%22STEM+Education%22">STEM Education</searchLink><br /><searchLink fieldCode="DE" term="%22College+Readiness%22">College Readiness</searchLink><br /><searchLink fieldCode="DE" term="%22Career+Readiness%22">Career Readiness</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Climate change is amplifying existing inequities that disproportionately affect students of color, students from low-income backgrounds, and students with disabilities. Addressing these inequities and educating students about climate change should be a priority, as extreme weather events -- such as flooding, extreme heat or cold, severe storms, and wildfires -- that disrupt school operations and undermine student learning are becoming more common. What's more, these students -- many of whom lack consistent access to clean air and water and safe housing -- are at greater risk of exposure to pollution that can worsen asthma and other health issues. They're increasingly and understandably anxious about the climate crisis -- as the stakes are high and they will likely bear the brunt of it -- and want to know what they can do about it. As a result of historic housing discrimination and industrial capitalism, many communities of color and those in concentrated poverty are "fenceline" communities, living on the geographic borders of industrial facilities that pose risks to their health. The people living in these communities are more likely to be exposed to man-made industrial pollutants and natural disasters. Students who reside in these communities are also more likely to attend schools with less funding and resource inequities, meaning that the policy failures that expose them to environmental harm are often compounded by systemic educational disadvantages. To make matters worse, these historic realities are being stripped from school curricula in favor of teachings that deny the reality of climate change. The authors recognize how environmental injustices can impact communities and schools and outline six principles that are crucial for advancing climate justice in education. By focusing on these principles, state and district education leaders, decision-makers, and schools can meet the needs and aspirations of students of color and students from low-income backgrounds and contribute to a more just and resilient world. – Name: AbstractInfo Label: Abstractor Group: Ab Data: ERIC – Name: DateEntry Label: Entry Date Group: Date Data: 2025 – Name: AN Label: Accession Number Group: ID Data: ED674764 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED674764 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 13 Subjects: – SubjectFull: Climate Type: general – SubjectFull: Social Bias Type: general – SubjectFull: Disproportionate Representation Type: general – SubjectFull: Low Income Students Type: general – SubjectFull: Students with Disabilities Type: general – SubjectFull: Minority Group Students Type: general – SubjectFull: Environmental Education Type: general – SubjectFull: At Risk Students Type: general – SubjectFull: Pollution Type: general – SubjectFull: At Risk Persons Type: general – SubjectFull: Disadvantaged Type: general – SubjectFull: Student Needs Type: general – SubjectFull: Justice Type: general – SubjectFull: Equal Education Type: general – SubjectFull: Administrator Role Type: general – SubjectFull: Social Emotional Learning Type: general – SubjectFull: Educational Quality Type: general – SubjectFull: STEM Education Type: general – SubjectFull: College Readiness Type: general – SubjectFull: Career Readiness Type: general Titles: – TitleFull: Why Environmental Justice Is Educational Justice Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: EdTrust – PersonEntity: Name: NameFull: Kristen Hengtgen – PersonEntity: Name: NameFull: William Rodick IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Type: published Y: 2025 Titles: – TitleFull: EdTrust Type: main |
| ResultId | 1 |
