When I look back on my formative years, I remember the frustration I felt when it came to how I could apply what I learned in class to “real life.” That sentiment was (and still is) undoubtedly reflected in many students. This dissatisfaction causes students to question what they are being told. When programs like PlastiVan come to town and preach personal responsibility as a silver bullet to eliminating pollution, kids think critically. What will they do when manufacturers begin (and hopefully end) producing and using plastics?
More importantly, the ambient education children receive about pollution and plastics contextualizes everything that PlastiVan and similar programs teach. The impact of these pro-plastic demonstrations can be hit or miss, depending on whether they support or contradict other lesson plans.
Students are trying to form their own opinions about climate change in some way, either at school or by listening to the news and social media. It is something that children can and will understand. Climate education is very important early on. These children have the right to know the role they and plastic manufacturers play in the future of our planet, without political or corporate bias.
Jacqueline Wells, Washington
The author is a communications intern. earthday.org.