Transforming Climate Education for a Thriving Future: A Conversation with Michèle from DoorNumberOne

Today, on International Day of Education, we shine a spotlight on the vital role education plays in shaping a sustainable future. As we face mounting climate challenges, empowering Canadian youth with the knowledge, skills, and inspiration to lead the way has never been more critical. To explore this intersection of education and climate action, we brought in an expert, Michèle Andrews, Co-Founder, Executive Director, and Board Member of DoorNumberOne, as well as advisor on Canada’s Forest Trust Corporation’s National Advisory Board.

In this conversation, we discuss her insights into the importance of fostering environmental stewardship among youth and how education is a catalyst for meaningful climate action in Canada.

Taylor Piotrowski (CFTC): Michèle, you’ve been working in the climate education space with your organization, DoorNumberOne, for many years. Can you briefly share more about the work you’re doing and the impact you’ve had to date?

Michèle Andrews: Thanks, Taylor. We started DoorNumberOne in 2020 and launched the Climate Action Accelerator Program about a year and a half later. Initially, we piloted with 13 schools, and today we’re working with over 25 schools across five provinces in Canada. We just onboarded our first U.S. school in Washington, D.C.

Our program is a three-year commitment where schools create and implement bold, aspirational whole-school climate and nature action plans. What’s unique is how these plans are built collaboratively. Teams include students, senior administrators, faculty, operations staff, and even parents. They learn together and act together.

One of our biggest impacts has been shifting the mindset from sustainability to regeneration. We ask schools to consider: what if every action they took contributed to a thriving world for all humans and the rest of the natural world?

Taylor: I know integrating climate and nature strategies into schools isn’t without its challenges. What are some significant hurdles schools face in this process?

Michèle: One of the biggest challenges is finding the time for interdisciplinary teams to learn and plan together. Another is convincing school leaders why this should be a priority.

That said, we’ve seen amazing leadership from students, staff and school principals alike. Principals who clear the path and prioritize climate and nature action make a huge difference. The biggest challenge, as with society at large, is keeping climate action front of mind and ensuring that actions taken are truly meaningful.

Taylor: On the topic of systemic change, how do you think governments have influenced climate education?

Michèle: Unfortunately, climate and nature education are not where they need to be in the curriculum today. Dr. Ellen Field, a renowned climate educator, conducted a study showing that climate change is not adequately represented in provincial curricula. However, tools like UNESCO’s new Greening the Curriculum guidance document exist, so governments don’t have to reinvent the wheel. The resources are there—it’s just a matter of provincial and state officials acknowledging this as the urgent priority to equip our children with what they need.

Taylor: When climate education does happen, where are those conversations taking place?

Michèle: It often relies on passionate teachers who integrate climate and nature topics into their lessons, whether in kindergarten, elementary, or secondary school. These teachers inspire students, often leaving a lasting impact. However, the efforts are inconsistent and not systemic, which limits the reach and depth of climate education.

Taylor: Youth have increasingly led the charge on climate action. What role do you see them playing in this movement?

Michèle: Young people bring a moral clarity to climate issues. They see the stakes clearly and are unencumbered by the compromises older generations often make. This clarity makes them powerful leaders and motivators.

Their activism—whether in the streets, on social media, or through community action—also serves as an antidote to eco-anxiety. By taking action, they transform anxiety into hope and purpose.

Taylor: What are the most significant barriers young people face in engaging with climate action?

Michèle: One challenge is finding opportunities, but they’re out there. Many organizations, including Canada’s Forest Trust Corporation, offer meaningful ways for youth to contribute. I encourage young people to connect with local groups, apply for volunteer or paid roles, and avoid the trap of doom-scrolling.

Taylor: How can educators, employers, and activists help keep youth energized rather than disempowered?

Michèle: Give them a legitimate seat at the table and truly listen to their voices. Youth bring profound insights and fresh perspectives. It’s also essential to create spaces where they can work with peers on projects that inspire them, whether at school, in their neighbourhoods, or through broader initiatives.

Taylor: Finally, what advice would you give to young people who want to make a difference?

Michèle: Don’t doubt your ability to create change. Look at Greta Thunberg—her solo school strike inspired a global movement.

For guidance, I recommend the Climate Venn Diagram by Dr. Ayana Elizabeth Johnson. It asks: What are you good at? What brings you joy? What needs doing? The intersection of those answers can guide you to meaningful action, whether it’s activism, communication, design, or another passion.

Taylor: That’s fantastic advice. Any closing thoughts on how education can shape a thriving future?

Michèle: Schools are hubs of intergenerational learning and action. They can inspire people across generations to work together in communities and aim beyond “sustainability” towards a thriving future for all.

Learn more about the vital work being done at DoorNumberOne.org, and follow them on Instagram and LinkedIn. Stay tuned for updates on youth-driven initiatives launching soon with Canada’s Forest Trust Corporation.