Ian Hunt first heard about climate change when he was in sixth grade. Sitting in science class, learning about melting sea ice, he asked his teacher what was being done to stop it. “Scientists are working on it,” she replied, a response that felt insufficient, like too few people were taking responsibility for something so big. “It felt like a loss,” Hunt said.
That unease stayed with Hunt, who graduated with a master’s in Climate and Society from the Columbia Climate School in 2024. Hunt also wrote a book, “Climate Action for Kids,” that is a science-based guide to understanding climate change and what can be done about it, and the book he wishes he’d had when he was younger.
From greenhouse gases to challenges in energy, agriculture and land use, as well as climate disinformation and climate anxiety, the book aims to give young learners a foundational understanding of the climate crisis, and the tools to be part of the conversation.
After that first encounter with climate information, or lack thereof, Hunt spent more than half a decade in hands-on climate work. From planting trees and restoring habitats to installing rainwater reuse systems, Hunt discovered that getting out in the field was an impactful learning environment that eventually led him to the Climate School.
For that reason, he wanted “Climate Action for Kids” to reflect an experiential approach as well as show the importance of data and its application through practical, communal lessons. The book proposes 10 impactful activities that readers can complete with family, friends or teachers.
One of these activities, “What Could Go Here?” ties together lessons from the book. Kids are asked to explore their neighborhood, or use Google Maps, to identify a space that could be improved. They draw on solutions introduced in the book, like solar panels on roofs or in community gardens, while also using their imagination to envision new possibilities.
“If middle graders can volunteer in their neighborhoods, collect information and see the effects firsthand, it’s life-changing,” said Hunt, “and they’re participating in an active scientific community.”
He emphasized that imagination is one of the most powerful tools children have. Because young learners are naturally observant, imagining how their neighborhoods and lives of residents could improve, even in small ways, becomes a driving force for climate action.
“They listen, watch and notice everything,” he said. “If you take them to a park year after year, and the area changes because of heat or drought, they’ll notice. That recognition sparks the conversation, so what matters for climate education is encouraging their careful observation.”
Given the complex and interdisciplinary nature of climate science, independent resources like Hunt’s book play a critical role in helping younger students engage meaningfully. Although climate education is gradually being incorporated into state learning standards across parts of the U.S., it remains a relatively new addition and is not yet consistently implemented.
Luisa Mae Sarkar, a Brooklyn-based sixth grader (and daughter of State of the Planet editor Adrienne Day), underscored the importance of educating younger kids about issues in climate. “We are the future,” she said, “and if the world heats up too much, animals will have their homes taken away, and humans will too.”
A lack in climate education is also reflected globally. A 2021 UNESCO study across 100 countries found that fewer than 40 percent of teachers feel confident teaching the severity of climate change, only one-third feel prepared to explain its local impacts, and about 30 percent report lacking familiarity with appropriate pedagogical approaches.
As a result, educators often hesitate to bring climate topics into the classroom, as the subject crosses disciplines and can feel overwhelming.
“In this context, independent resources are essential,” said Laurel Zaima-Sheehy, the assistant director of K12 and continuing education at Columbia Climate School. “They help provide accessible entry points into complex content, and offer ready-to-use tools that support instruction despite already demanding schedules.”
For Hunt, that accessibility is only part of the goal. Just as important as understanding the science, he said, is how young people feel when they engage with it. The weight of climate change is not theirs to carry on their own. “I like to think I know a lot of people in climate,” he said, “but what helps me sleep at night is knowing I’ll never meet everyone doing this work.”
That realization is a source of reassurance for Hunt, and if readers come away with both a stronger understanding of the science, along with a sense of shared responsibility and collective effort, then the book has achieved its purpose. More than anything, Hunt hopes young people finish “Climate Action for Kids” not with despair, but with a sense of possibility—and the motivation to take part. “What I really hope readers walk away with is knowing that they are not alone,” he said.
“Climate Action for Kids” is Ian Hunt’s first book and will be released on April 7, 2026. It is part of a larger science series for middle-school students. Hunt is working on a second book, focused on climate change education for an adult audience that is scheduled to be released in spring 2027 with AdventureKEEN Publishing. More of Hunt’s climate writing can also be found on his Substack.
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