YOUTH ECO-WARRIORS BUT LACK OF RIGHTS: CAN CHILDREN REALLY ASSIST WITH THE CLIMATE CRISIS?

"Today, I'm asking you to create the conditions in which they can thrive, and their ideas can scale'"-Prince William at COP26 02 November 2021.

This November has been a month that has initiated discussion on our climate emergency, which has made this concern more visible to the masses. COP26 in Glasgow is the tip of the iceberg, as concerns towards how we will collectively face climate change is an age-old debate. November is also a month of reflection, remembrance Sunday honouring a war generation. Thoughts must now turn to the sacrifices and different challenges the next generation will face.

Defining and shaping a generation is a rare perspective in the context of British history and politics. Compared to our German counterparts who have valued generational needs since the 19th century. Mannheim's categorisation of generations during the 1920s was arguably the first historical theory that could be utilised to identify generations, which was inspired by the impact of youth on World War one Britain has been known to focus on how to bridge class divisions with Fredrick Engels classic study 'conditions of the Working Classes in England' however the 2010s have seen a rise in research on the role children play for a sustainable future.

Is a revision of human rights necessary for children to meet the increasing pressure on youth to save the planet?

A sustainable lifestyle does not come naturally for several reasons. One argument is that humans are born for a need for affluence and social status. Children face the challenge today of being part of the influencer generation. This 'shopping generation' is argued to be hooked on a brand, a celebrity, and a trend. For example, for all young children in a sweetshop to want sweets is natural, aware that sugar is terrible. A rise in 'minimalism' documentaries has defined sustainability as living well within certain limits. For children, this creates immense pressure to resist natural temptations and the lure of consumerism.

Advertising directed at children is a double-edged sword that educates on the dangers of plastic for our oceans, yet at Christmas makes it acceptable to desire the latest non-recyclable toy. In Sweden, TV advertising for under 12s is banned, but for most children, material desire and a desire for zero waste is a reality that needs to be recognised. Another wall facing the eco-warrior depiction of children is the value of material possessions. Material possessions bring hope in times of trouble and offer the prospect of a better world in the future. The idea that you can live well by having a simple life does not correlate with consumerism aimed at children through social media.

COVID 19 has brought greater attention to how we revise children's rights. For example, the pandemic brought awareness to children's right to health protection. School closures and concern over vaccinations for children are an example of how adult expectation is removed, and instead, the best interest for children overall is projected onto the child. To quote the United Nations 1989 article 12.1, children's views are 'given due weight following the age and maturity of the child'. Children's sustainable opportunities are often held apart from adults; children do not necessarily have control over 'their structural conditions'.

How are we educating children about sustainability and their rights?

Children have a right to be heard, and play and recreation, a tool Nordic academics say is crucial to developing interest in current affairs. While children must have a voice that's heard on climate change, the influence of education on early childhood requires more attention. Child psychology believes that picture books are more valuable at developing children's views as they are accessible to all reading ages. It has been suggested that the information children retain from picture books is suggestive and therefore kept in memory. Under article 12 of the UNCRC, and regarding SDG 16, which is dedicated to promoting peace and inclusive societies and building effective and accountable institutions. Claire Fenton-Glynn suggests children and young people should have an outlet to inform and influence laws and policies relevant to their lives. School and belonging allow children to contribute to sustainability with independent thinking. Playtime for early childhood is one-way sustainable education can be brought in.

Positive case studies of outdoor recreation for early childhood and within secondary schools have been repeatedly praised by researchers, so why is it that outdoor learning has not been made a top priority in Britain? A 2020 survey explains it was not due to the inefficiency of sustainable education in an outdoor environment but rather a lack of confidence from teachers. 32.2% of teachers wanted more sustainable teaching expertise and training. Outdoor learning also has no formal status in a teacher's educational practice. For teachers to have greater confidence in outdoor knowledge and sustainable education, children's feedback to sustainable learning and their suggestions must be heard to guide future teachers.

Are we doing enough to ensure all children can voice their concerns, children living already with direct effects of climate change in the third world?

There is a lack of targeted research on children from developing countries' situations within early childhood education for social sustainability. 'What about the migrant children?' study created significant awareness of the crucial importance of children's experiences of belongings for future sustainable societies. A sense of community and education is essential for this to be possible.

The 2020 study 'In the Best Interests of the Child to the Century of Sustainability' argues that poverty amongst children exists in both developed and underdeveloped countries. This is a driving motivation for why we need free accessible education resources on sustainability. Children are still being neglected in several places globally, and corporal punishment is still an issue. Accessible education on climate change is a project close to the Commonwealth. The Climate Change Programme Secretariat focuses on strengthening the resilience of Commonwealth countries to the negative impacts of climate change.

Conclusion

The burden is being placed on youth, sometimes even for commercial gain. Article 24 (The UN rights of the child) states that children have the right to a healthy environment with no dangers and risks of environmental pollution. However, children's protection rights must be balanced and future-oriented (Brundtland report). COP26 saw the inspiring stories of all 15 Earth shot prize finalists as a prime example of why children need more vital voices in the climate crisis.

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