Rep. Blume: Local weather schooling invoice will meet wants of underserved Maine college students, faculties
As a sponsor of LD 1902, a bill establishing a pilot program to promote climate education in Maine public schools, I appreciate that the editorial board of the Press Herald (Our View, January 27) is concerned about whether the proposed program will be accessible Educators in school districts with fewer resources. I agree that a school’s budget should not dictate the availability of climate education resources and as such I have worked hard with advocates and other policy makers to ensure that these educational resources are distributed equitably in contrast to the impacts of climate change.
This is precisely why this bill was informed and developed for more than a year by a variety of voices, including students, teachers, administrators, and community organizations across the state. This was clearly reflected during the public hearing on the bill, where 21 students, 27 educators and 34 organizations testified in favor of it, as well as parents and other civil society representatives. Nobody was against it. As we seek to achieve just outcomes, our process must also be just, and the process that got this bill where it is today reflects that.
Making climate education more accessible was one of the strategies set out in the Maine Climate Council’s four-year plan. In addition to lowering our greenhouse gas emissions, developing clean energy, and preparing our communities, we must invest in the next generation of Mainers as the impacts and new opportunities of climate change will be numerous and manifest quickly. Many teachers and students know this and have asked for resources to increase their knowledge on the subject. This bill is neither a new curriculum nor a mandate. Instead, it will help schools meet existing Next Generation Science standards in climate science and engage with the interdisciplinary nature of science.
My bill puts this strategy into action by supporting educators asking for more professional development and by leveraging community partnerships with organizations that want to help and that exist in all counties of Maine. As previously written, grants under the pilot program must be prioritized for underserved communities and students, including tribal schools, schools with large numbers of students receiving free and discounted lunches, rural and remote schools, students in alternative learning settings, students of color, English learners, and Students receiving special education. The bill authorizes the Maine Department of Education to hire an employee to manage the pilot program for three years and set standards and an application process that supports these underserved students and schools. Unlike a top-down education mandate, this proposal will give school districts looking to improve their climate education the resources they need to apply for grants and build partnerships with community organizations.
During the development of Maine’s four-year climate action plan, my colleagues at the Climate Council and I worked hard to consider unintended consequences that may arise from Maine’s climate action strategies and ways in which climate policies can better serve low-income and marginalized communities . The Maine Climate Council’s Equity Subcommittee will soon publish a full report of its assessment of the Council’s strategies with recommendations for improvement. With this Climate Education Act and all other policies we are working on to address the climate crisis, I am committed to finding solutions that serve the people of Maine equitably.
I look forward to continuing to advocate for my bill to pilot a climate education grant program in Maine and ensure that school districts in low-income areas are prioritized in accessing these resources and partnerships. It’s important and timely that we give young Mainers, regardless of economic status, zip code or race, the tools to live, work and thrive on a rapidly warming planet.
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