Peter Walks for Democracy

“When more schools adopt solar, it becomes mainstream and no longer viewed as “something revolutionary or confrontational.” This is what I told Cipher News, an outlet that “covers the technological innovations we need to combat climate change and transform our global energy systems.” In our work to act on climate change, its drivers and impacts have to become part of everything schools do.

Seventeen years ago, I started working in sustainability education as a graduate student. Climate action in schools was odd to say the least. Teaching climate change was largely in the realm of science education or infused in the curriculum of already “green places.” In most parts of the country, teaching objectively about it–much less making administrative or capital decisions about it–was boutique or fringe.

That’s changed. From hurricanes to wildfires, Lyme disease to heat stress, droughts to mold outbreaks, the impacts of the human-heated world are undeniable. There is no way we can deny that our fossil-fuel-powered economy drives global heating. Deniers don’t even deny it anymore. They breed “inactivism.” As my friend and colleague Michael E. Mann told Scientific American, they sow “deflection, delay, division, despair mongering, [and] doomism.” I’m not going to focus on all the ways they do this, just say the inactivists are at work in my community.

There are a few ways through this. Talk about it with others. Talk to new people. Take action. Take action with others. Take action with others where it matters. Make what you do attractive, learnable, and repeatable. Don’t quit.

Over the last several years, State College Area School District has been investing in more sustainable schools. The District’s climate consciousness is evident in its policies, its capital planning, and our capital investments.

1. In 2008, the District adopted a LEED Silver building resolution.
2. Ten years ago, planning started for the High School and Delta program, both of which became LEED Gold facilities. I participated in the public design sessions.
3. A few years later, Corl Street, Radio Park, and Spring Creek elementary schools became solar powered LEED Platinum facilities. My students at Penn State and I observed and analyzed the input from the public design sessions for Corl Street Elementary. My intern would later work with the Corl Street Elementary School and assist with the pursuit of an Innovation credit for the LEED scorecard.
4. In 2020, the District developed a sustainability policy, passing Policy 833. Two of my interns in the Drawdown Research Experience for Undergraduates conducted a very basic greenhouse gas inventory to inform the crafting of that policy.
5. In 2022, we moved forward with the design of a new Physical Plant Building outfitted with solar and electric vehicle charging infrastructure.
6. Over the last year, we have been working on a district wide facilities master plan that includes a greenhouse gas inventory, consideration of electric buses and associated infrastructure (this will be a big challenge because of our bussing facility and contracted services), and the design of the new Park Forest Middle School. We plan on taking full advantage of the direct pay options under the Inflation Reduction Act and the Solar in Schools Funding.
7. Finally, we are the largest player in a regional intergovernmental solar power purchase agreement, looking to secure a 15-year contract for 15 million kWh of affordable, clean, Pennsylvania energy.

Since our district has adopted solar and acted on climate, it has become closer to normal. In my view, we don’t view it as “something revolutionary or confrontational” anymore.