Children Stand Up!

Schools play an especially important role in bringing about societal change: they are hubs, where a new generation works on realising a more sustainable and inclusive society. Furthermore, schools are multipliers in that the values they promote reach beyond the students themselves, into their families, and thus into society at large. 

“Earth belongs to children and children are the future of this planet.” – Child-led groups standing up and calling for action against climate change impact. Photo: ©Save the children Albania

The project made use of this dynamic: It built networks to connect youth groups and schools and provided knowledge on climate change mitigation to children, youth and their teachers and promoted good practices among them. In addition, the project developed ideas for climate action in schools as well as supported and monitored their implementation. Furthermore, it used reports and videos to present and promote best practices through its media and social media channels. Thus, schools all over Europe were able to adapt and realise them. 

Another core concern was to promote the power of advocacy. Therefore, Children Stand Up! provided both schools and municipalities with capacities and methods that enabled the increased participation of children in decision making. Permanent environmental committees ensured the sustainability of the project.

• Environmental education with a broad impact: Around 100 teachers at 20 schools were trained to use a multimedia education package; they then integrated topics such as climate change and environmental and climate justice into their lessons – reaching around 4,000 pupils. At 15 schools in Albania and Italy, children worked with local authorities to develop practical actions to reduce emissions. Visible examples such as the planting of 700 trees at Albanian schools also raised environmental awareness and directly demonstrated how local action contributes to climate change mitigation.
• Structures for children’s participation created: Children's committees on climate change were set up at four locations. They then developed their own roadmaps and permanently  embedded participatory methods. As a result, children are now actively involved in local and national decision-making processes. The alternative report to the UN Convention on the Rights of the Child drawn up by children was particularly effective, influencing political debates and leading to greater consideration of children's interests in climate and environmental measures.
• Children’s strengthened capacities as climate actors: Through workshops, campaigns and their own research projects, children were empowered to recognise and publicly identify environmental problems such as air pollution, inadequate waste management and lack of climate education. Today, they act as informed climate actors who call on decision-makers at local, national and international level to take action – backed by stronger schools, committed communities and a supportive civil society.