Caroline, Science Teacher: "Students Want to Understand"

As a Life and Earth Sciences (SVT) teacher in a middle school in Bordeaux, Caroline Yaigre is fully committed to teaching climate change to her students. Defining herself as eco-anxious, she feels a strong need to take action. Her motto? Providing teaching that meets students' expectations as well as the fundamental challenge of educating tomorrow's citizens.

• CAN YOU INTRODUCE YOURSELF AND TELL US ABOUT YOUR BACKGROUND?

I have been a Life and Earth Sciences teacher since 2005 at Collège Jacques-Ellul in Bordeaux, a small school in a Priority Education Network (REP). I teach all grade levels. Before that, I worked in cell biology and genetics researchat INRAE (formerly INRA). This is my first position as a teacher.

• HOW DID YOU DISCOVER THE OCE?

I discovered OCE when you offered to send the "Climate Change and Land" guidebook to interested teachers.

"Since then, I have subscribed to your newsletter, followed you on social media… and I’ve become a real fan!"

• HOW DO YOU USE OCE RESOURCES IN YOUR CLASSES?

It's very easy because they are clear, well-structured, and ready to use. I select the resources and activities based on the learning objectives of each lesson.

I really appreciate their organization: they promote group work, student autonomy with available resources, and public speaking. This perfectly aligns with my teaching approach.

Here are a few concrete examples of how I use them in class:

• In 6th grade, since the start of the school year, we have worked on greenhouse gases and the reality of climate change.
• In 7th grade, we organized a plea to defend ecosystems: each student was responsible for an ecosystem and had to defend it. They loved it! (See video)
• To introduce this project, we watched the speech of Chief Raoni, a powerful moment that deeply impacted my students.

• HOW DO YOU INTEGRATE CLIMATE ISSUES INTO YOUR TEACHING?

This year, for personal reasons, I am strictly following the official curriculum. But that’s not a problem: the 6th-grade program already dedicates a significant portion to climate change. I also appreciate the flexibility the curriculum allows. If a topic deserves to be explored further, I can do so.

In previous years, I led a two-year ecological project with all my classes. Each project had a central theme, always linked to climate change. For example, one year, we worked on water. I explored this theme from all angles: health, exploitation, natural resource. Each class then created a collective artwork, showcased in an end-of-year exhibition. What matters is ensuring that learning makes sense to students.

• WHAT ARE THE OBSTACLES TO INTEGRATING CLIMATE CHANGE INTO TEACHING?

In Sciences, I don’t face any major obstacles in addressing this topic. However, I do notice a form of denial among some students. That’s why I like to link scientific concepts to current events.

"I regularly show them recent climate events (such as the recent floods). This helps them concretely realize that climate change is not an abstract theory but has real and tangible consequences."

• DO YOU COLLABORATE WITH OTHER TEACHERS ON INTERDISCIPLINARY PROJECTS?

Yes, I try as much as possible to involve my colleagues. With my English colleague, students create a flyer about possible actions to fight climate change. This allows them to apply their scientific knowledge in a foreign language. With a physics colleague, we conducted a workshop on CO₂, with measurements and scientific experiments.

This year, with my French colleague, we took our 9th-grade students to an African arts exhibition. This helped us draw connections between the North/South divide in the climate crisis. We also organized an art workshop, where students created artwork using recycled materials. The idea was to show how science, art, and sustainable development are interconnected.

• DO YOU HAVE ANY SCHOOL-WIDE PROJECTS?

This year, I am preparing for the internal agrégation exam, so I have paused my collective projects. However, in previous years, I led lunchtime clubs on zero waste, plastic-free living, permaculture, circular and social economy. These initiatives allow students to become agents of change in their daily lives.

• WHAT IMPACT DO THESE PROJECTS HAVE ON YOUR STUDENTS?

Climate change worries them. They seek answers and are always enthusiastic when we discuss this topic or biodiversity. They want to understand.

These lessons are easy to implement, but it is crucial to accompany them with discussions about solutions and emotional management."

Otherwise, the topic can become overwhelming. At the same time, these activities develop public speaking skills and teamwork, essential competencies for them. Watching them, I see that they gain confidence and make real progress in their thinking.

• AND YOU? WHAT DO THESE PROJECTS BRING TO YOU?

Personally, I am eco-anxious. Like them, I experience worries and doubts. That’s why I need to take action.

"Teaching in a way that meets the challenge is my way of contributing."

It is essential for me to educate tomorrow’s citizens, so they understand the world they will grow up in.

"They are young, but they understand so much! We must tell them the scientific truth, but with tact."

• WOULD YOU LIKE TO GO FURTHER?

There is still so much to do. Unfortunately, this issue will remain relevant. Since it matters to me, I will continue integrating climate change into all my lessons.