I look forward to an environmental literacy that helps our students understand their place and humanities place in impacting our environment, our world, and our climate.

To the Department of Conservation & Recreation,

As a university student studying the environmental sciences, I have seen first hand how adults and children alike lack the education to truly understand what is happening to the environment around them. I am a major advocate of improving environmental education, as I hope that more educated children will lead to more aware adults who advocate for their futures. However, with how polarized and politicized the topic of environmental issues has become in recent years, I do hope that this education is conducted in an objective manner. At the very least, make these students aware of the impacts they can have on their homes and their state. 

In schools, we are taught many basic concepts of environmental science, but I truly believe that it can be linked back to almost any topic. Environmental Science is inherently a social science with how collaborative the work is. Encouraging young students to work together to solve problems may help improve many literacy and social skills that are apparently lacking in current students. In addition to this, it is also a very creative science. Yes- there are many objective facts of this subject, but with how far technology has come and changed our planet, we need creative thinkers to come up with creative and innovative solutions to longstanding issues. A large issue standing in front of the general public is the lack of availability of information, and what is available may not be comprehensive to the average student or person. By strengthening their undstandings, a more knowledgeable generation of students can be brought about. The more that young people are able to understand, the more they are able to form their own opinions and advocate for change they may want to see.

I truly believe that enhacing students literacy and understanding in environmental science is a crucial step to bettering our future.

I am providing public comment to the K-12 Environmental Literacy Strategic Plan.

I am concerned that there is no mention of “climate change” in the plan.  Raising awareness and educating K-12 students about climate change is essential for driving action. Education empowers our students to make informed decisions and advocate for change in our environmental and climate policies. Schools play crucial roles in disseminating information and fostering a culture of sustainability and resiliency. Promoting climate literacy ensures that future generations are equipped to address the challenges of a changing climate.

Virginia should raise awareness about climate change in K-12 students for several key reasons:

1. Building Future-Ready Citizens

Climate change is one of the most pressing global challenges. Educating students early equips them with the knowledge and skills to make informed decisions, develop sustainable habits, and contribute to solutions as they grow.

2. Virginia’s Vulnerability to Climate Change

The state faces rising sea levels, stronger storms, and extreme weather events, particularly in coastal areas like Hampton Roads. Educating students ensures they understand the local and global impacts of climate change on their communities.

3. STEM and Green Job Opportunities

As Virginia transitions toward clean energy and sustainable industries, students with a strong foundation in climate science and environmental policy will be better prepared for careers in green technology, renewable energy, and environmental conservation.

4. Encouraging Critical Thinking and Innovation

Climate education fosters problem-solving skills by encouraging students to explore innovative solutions, such as renewable energy, waste reduction, and conservation efforts.

5. Promoting Environmental Stewardship

Teaching students about climate change encourages responsible behaviors such as reducing waste, conserving energy, and advocating for sustainable policies—habits they can carry into adulthood.

6. Alignment with State and National Education Goals

Integrating climate change education into K-12 aligns with Virginia’s Science Standards of Learning (SOLs) and national Next Generation Science Standards (NGSS), ensuring students receive up-to-date, research-based instruction.

7. Combating Misinformation

With misinformation about climate change prevalent, especially online, schools play a critical role in providing students with accurate, science-based knowledge.

8. Engaging Families and Communities

Students often bring what they learn home, influencing family and community discussions on climate action. This ripple effect can lead to increased awareness and sustainable choices at a broader level.

By incorporating climate education into Virginia’s K-12 curriculum, the state can prepare students to be informed, responsible, and proactive citizens who can help shape a more sustainable future.

Respectfully,

Chris Stone

Chris Stone PE, F.NSPE, F.ASCE, LEED AP
Professional Engineer, Retired

I am in favor of providing all of the information and ceitical thinking tools to students in K-12 science programs to address Environmental Literacy. We are dependent upon students to help us adapt to Climate Change. We are already experiencing the devastation from extreme weather events. Informed students can help us resolve these issues in the future.

To the Department of Conservation & Recreation,
 
As a current university student pursuing a degree in environmental science and has gone through the public school system, I have witnessed first-hand the lack of formal education on our environment and the impact that we, as a society, have on it. Education is crucial in addressing our current environmental crisis as it fosters awareness, promotes behavior changes, and equips civilians to adequately address environmental challenges in their communities. Additionally, environmental education helps to ensure that the public is making an informed decision on who we elect as our decision-makers, whether that be our politicians, business leaders, or policymakers. Knowledge in environmental sciences can influence how legislation and regulations are passed that focus on addressing environmental issues such as wildlife conversation or passing regulations honing in on the reduction of pollution. As outlined in the document, our education and our environment are constantly intertwining in our lives and it is our civil responsibility to ensure that future generations are properly educated on the importance of our environment and how we can work collectively to preserve its beauty. 
 
In my public school education, I hardly remember ever receiving any teaching pertaining to environmental science. At the most, I was taught the basic concepts of environmental science such as the Carbon Cycle and Nitrogen Cycle. I was never taught environmental science from a social science standpoint. Environmental issues are a complex blend of various aspects of our society and in order to address them effectively we must take into account how can effectively play our role in the policy process to ensure our society has impactful environmental policies.
Education for future generations lays the groundwork to ensure that we are building a better future. Currently one of the greatest barriers to our implementation of effective environmental policy lies in the education of the people. Lack of education stands as a barrier to our understanding of environmental issues as an average individual of voting age in the United States (ages 18-29) has a subpar understanding of scientific processes as identified by a study conducted by the Pew Research Center in 2019. This study highlights that individuals who were asked 11 questions pertaining to various scientific components such as whether they understood that "deforestation on land leads to increased erosion" only scored an average of 6.7 questions correct out of 11. This raises concerns for the general public's understanding of the severity of our current global environmental crisis and raises red flags about the American public education system. This research underscores the importance of education in the sciences and emphasizes a greater emphasis on people's understanding of scientific processes as a gateway to navigate ongoing debates connected to scientific issues. 
 
Our country has navigated through various cycles in the policy-making process and these cycles will continue to bounce around with each presidential administration, however, our role will not change. There is a violent pendulum that swings between liberal and conservative policies between presidencies, which is why our environment depends so strongly on the American public's concern about the environment. We must build this concern in the classroom and cultivate an educational standard that emphasizes the need to protect our planet!
 
As someone who was born and raised in Virginia, I urge the state to continue forward emphasizing education for environmental issues in the classroom. Federalism gives way for states to take power when our federal government isn't. Environmental policy is dominated by the states and we continue to see amazing strides in policy implementation at the state level which is why Virginia must move forward with the outlined environmental literacy framework. We have historically seen huge strides put forth by other states across the nation. Virginia has made strides to be a greener state, but we must continue to grow and evolve and we must provide future generations with the same opportunities to advance. 
It is imperative that we enhance our student literacy. I was born and raised in Virginia. I have been enrolled in Virginia public schooling from elementary school and I continue to educate myself at a Virginia university I can only hope that Virginia will continue to do right by our future scholars and implement a policy that enhances their learning in a way that will not only better their education, but better our future.
 
I hope you will take me and the rest of the students of Virginia into consideration when considering this framework. 
Ashleigh Mann - Longwood University

I am glad to see this important document that will encourage enthusiasm for environmental education across the Commonwealth. Specifically, providing strategies for a variety of potential Participants empowers them to positively impact our environment that is so necessary to everyone’s health and wellness. Building environmental literacy and helping various groups to find their own agency to do the same strengthens our collective ability to address environmental issues, including climate change, that can often feel too enormous to tackle.

I am specifically glad to see the inclusion of Health Care Professionals and Business and Industry Partners in the list of Participants. This broadens the discussion about building environmental literacy and emphasizes the reality that we all have a role to play or even many roles to play depending on how many hats each of us wear.

In order to inspire participation and avoid confusion, some more direct explanation may be necessary in the introduction of this document answering these questions directly:

1. Who is working to meet the goals in this plan?
2. Who should use this document?
3. How do this plan’s chosen four goals tie back into its Vision and overarching purpose for this document? If goals can be tied back into the main focus, then users can know they are progressing towards something worthwhile.
4. Who is being addressed in the Strategies section of each goal?

The Conclusion of this document does touch on some of these items, but many readers may not read that section. If these clear explanations are moved up front, it will build confidence and, consequently, action.

This plan has the opportunity to appeal to and work for all Virginians across the entire Commonwealth. Thus, more representation of varying abilities, nationalities, landscapes that represent our home places throughout Virginia, and a variety of educators will build enthusiasm as Virginians are invited to participate. In addition to the document’s visuals, its strategies and ways to participate should suggest ways to reach and welcome learners of varying abilities and from a variety of cultures. Interaction with our natural world takes many forms, and successful environmental educators need to be adept at providing appropriate opportunities and accessing resources that will support all of their learners.

Since it is important to continually evaluate our work in order to keep on improving, I am thrilled to see that both qualitative and quantitative information will be collected. Finally, a question: How will the OEE be presenting the metrics from this work? Every educator deserves to be recognized for their work even while educators understand and work for the collective good. Have you considered a way to present your data that will celebrate the broad efforts that are already taking place and will continue to grow throughout Virginia?

Thank you, again, for this important work. I am hopeful that its final version will serve as a guiding star and an inspiration for a variety of folks across our Commonwealth to join in building environmental literacy.

It is imperative that climate change be included in the K-12 Environmental Literacy Strategic Plan. Omission of the subject is an egregious error.

We are already seeing the effects of climate change on our limited precious groundwater resources in western Loudoun County. Finding water is becoming ever harder each year. We are finding less and less groundwater recharge, caused, in part, by climate change. Especially with the two-year drought we are currently experiencing, wells, ponds and spring are going dry, something that has never happened for decades.

David Ward, Hydrogeologist, Retired

The Arlington Outdoor Education Association (AOEA) is pleased to offer these comments in support of the Draft Virginia K-12 Environmental Literacy Strategic Plan 2025-2030. Founded by a visionary Arlington Public School (APS) science teacher nearly 70 years ago, the Arlington Outdoor Lab provides hands-on outdoor education to over 9,000 APS students each year. The AOEA is a volunteer-run nonprofit that owns and maintains the 225-acre property in Fauquier County in partnership with APS. Our facility includes a pond and stream tributary of Bull Run, which provides students the opportunity to conduct hands-on research on watershed health, among other activities that instill and foster respect for the natural environment. We are delighted to see the Department of Conservation and Recreation create a strong vision to advance environmental literacy and outdoor learning across the Commonwealth and are eager to work with the Office of Environmental Education to help promote and advance these efforts.

Respectfully submitted,

Colleen Rocha Levine

Secretary, Arlington Outdoor Education Assn. 

There are around 100 people portrayed in the photographs selected for this publication.  Seven of these people are non-white.  Could we get some imagery that better represents the diversity of Virginia?  What if there was a non-white person pictured in a leadership role?  Gasp! 

April 9, 2025

Office of Environmental Education (via email to environmentaleducation@dcr.virginia.gov)
Virginia Department of Conservation and Recreation
600 E. Main Street, 24th Floor
Richmond, VA 23219 

 Submitted online to the Virginia Regulatory Town Hall at: https://townhall.virginia.gov/l/ViewNotice.cfm?GNID=3073 

RE: Public Comment on Virginia’s K-12 Environmental Literacy Strategic Plan (2025–2030)

Dear Office of Environmental Education,

Wetlands Watch is a 501(c)3 nonprofit organization, based in Norfolk and working statewide on the conservation and protection of Virginia’s wetlands. On behalf of Virginia Interfaith Power & Light and the York River Steward, we thank you for the opportunity to provide input on the Virginia K-12 Environmental Literacy Strategic Plan (2025–2030). We commend your team for the vision and collaborative effort that shaped this document, which lays a strong foundation for advancing environmental education across the Commonwealth.

We respectfully submit the following recommendations to enhance the plan’s effectiveness, with references to relevant goals and strategies:

1. Meaningful Metrics to Track Environmental Literacy Progress

While the Virginia K-12 Environmental Literacy Strategic Plan (2025–2030) presents a strong vision and framework, it currently lacks the depth and specificity expected of a State Environmental Literacy Plan (SELP).   As identified in the North American Association for Environmental Education’s (NAAEE) 2019 State Environmental Literacy Plans Status Report (p. 4), an SELP should include several key components that are either underdeveloped or absent in the plan:

• Specific content standards, content areas, and courses or subjects where instruction will take place 

• Clear articulation of high school graduation requirements that ensure students are environmentally literate upon completion 

• Detailed descriptions of professional development programs for educators that build environmental content knowledge, issue-focused instruction, and field-based pedagogy

• Defined methods of measuring student environmental literacy across grade levels and/or regions

• A robust implementation plan that outlines how the plan will be carried out, including securing long-term funding and support from the Virginia Department of Education and other stakeholders. 

Without these critical elements, the plan risks remaining aspirational rather than actionable. Strengthening these areas would better position Virginia to track progress, attract national funding, and institutionalize environmental literacy statewide.

2. Climate Change Education and Changing Weather Patterns

While the plan includes important content on environmental stewardship and sustainability, we recommend explicitly integrating climate change into the Environmental Literacy Framework and across the four goal areas. Virginia is experiencing more intense weather patterns, rising sea levels, and shifting seasons—all of which directly affect the ecosystems students are learning about. Specifically, coastal Virginia experiences the highest relative sea level rise rate on the eastern U.S. coast. This nationally significant risk is critical for students to understand as they navigate the highly local, and sometimes daily, implications of these climate-driven changes.

Specifically, climate change education could be embedded in:

• Goal 1: Network Cultivation (p. 17-19) through building capacity for climate education by modeling and leveraging partnerships with community-based organizations working directly with local climate issues;

• Goal 2: Educator Support (p. 20–23) through offering professional learning pathways focused on teaching local climate impacts;

• Goal 3: A Student-Centered Approach (p. 24–27) by using climate science as a context for MWEEs and interdisciplinary exploration;

• MWEE Framework (p. 12–13) by encouraging projects that investigate the local causes and consequences of climate change.

Creating intentional learning experiences in which students can explore, understand, and investigate climate-related issues in the local context reinforces the core objectives of environmental literacy, furthering a student’s ability to help preserve Virginia’s future by examining and stewarding the challenges directly around them. 

3. King Tides and Coastal Resilience in Environmental Learning

For students in Virginia’s coastal regions, king tides and sea level rise are becoming more frequent and can disrupt daily life and, in some cases, cause transportation issues. These visual and prevalent issues should be highlighted as case studies for MWEEs and other field-based investigations, offering students firsthand opportunities to observe and investigate local environmental change.

This aligns with:

• Goal 2: Educator Support (p. 20–23) through establishing supportive case study materials and community partnerships that highlight local environmental education providers and organizations working on local sea level rise and flooding adaptations;

• Goal 3 strategies for hands-on learning and real-world environmental challenges, particularly reinforcing a student’s personal connection with climate change;

• MWEE “Issue Definition” and “Outdoor Field Experiences” elements, leading to climate-related “Environmental Action Projects” (p. 12-13);

Incorporating regional examples like wetland loss, saltwater intrusion, shoreline migration, flood impacts to local infrastructure and community lifelines, and water quality degradation would strengthen the curriculum's relevance and support coastal resilience education.

4. Community Science as a Tool for Student Engagement and Knowledge Creation

We strongly recommend that the plan explicitly incorporate community science (also called citizen science) as a strategy for both student engagement and scientific learning. Community science empowers students to participate in real research while gaining skills and literacy in STEM concepts, and exists for many topics of interest from biodiversity tracking to water quality and king tide flood monitoring. 

This would enhance:

• Goal 1: Network Cultivation (p. 17–19) by encouraging schools to partner with and receive classroom training from environmental nonprofits, agencies, and platforms like the Sea Level Rise phone app, iNaturalist, or Virginia-centric apps like MapMyShore and ShoreWatch;

• Goal 3: Student-Centered Approach by adding a field-based approach for student participation in authentic data collection and analysis;

• Goal 4: Resources (p. 28–31) by providing students an opportunity to help optimize and contribute to real, local scientific research by submitting crowdsourced data to existing programs such as iSEE VA, MapMyShore, ShoreWatch, Catch the King, etc.

5. Nature-Based Solutions with Multi-Benefit Impacts

Virginia’s schools and communities stand to gain from a deeper integration of nature-based features—such as rain gardens, native plantings, living shorelines, bioswales, and tree canopies—into educational spaces. These installations provide hands-on learning opportunities while delivering environmental co-benefits like flood mitigation, improved air quality, habitat restoration, and student well-being. Students are valuable local stakeholders who may further enforce their personal connection to local solutions by being meaningfully involved in these features' design, installation, and stewardship practices.

These features could be:

• Incorporated in Goal 3 (p. 24–27) under student-led sustainability projects and environmental career pathways, especially for MWEE project opportunities;

• Highlighted in Goal 4 (p. 28–31) as assets for both local infrastructure and classroom instruction, supported by strategic mapping in iSEE VA and grant databases;

• Promoted through partnerships with local government and business partners as part of green infrastructure education.

6. Green career exploration and future workforce development

Providing Virginia’s students and educators with opportunities for professional development related to green industries is a quintessential element of sustainable environmental literacy. As one example, a train-the-trainer model and entry-level training opportunity is available through the Chesapeake Bay Landscape Professionals certificate program and is offered to high schools in Virginia. This certificate program (CBLP-Associates, or CBLP-A) is designed to introduce students to the concepts of nature-based stormwater practices and conservation landscapes, and build competencies for their design and implementation. CBLP-A also trains formal and informal educators as certified professionals and CBLP-A “partners” and provides classrooms with learning materials, green industry career opportunities, and local examples of adaptation.

This would enhance: 

• Goal 2 (p. 20-23) by providing opportunities for teachers to actively participate in learning opportunities that build understanding of local green infrastructure practices and best approaches;

• Goal 3 (p. 24-27) by creating pathways and credentials for high school students to access training and information related to local green career opportunities; 

• Goal 4 (p. 28-30) by offering mentorship and internship opportunities that support student career interests, and builds capacity for green school yard designs, construction, and stewardship.  

Conclusion
These enhancements would build upon the strong framework already present in the plan, ensuring that Virginia’s students are prepared to understand and respond to today’s most urgent environmental challenges with clarity, creativity, and civic purpose.

Thank you again for your commitment to advancing environmental literacy, and for considering these recommendations.

Sincerely,
Mary-Carson Stiff
Executive Director, Wetlands Watch

Reverend Dr. Faith Harris
Executive Director, Virginia Interfaith Power & Light

Leslie Anne Hammond
York River Steward