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Will Burton

Will Burton

Will Burton (PhD (c)) teaches social and environmental methods courses at the University of Winnipeg. He spent a decade as a classroom teacher and school leader at the Early and Senior Years level in Winnipeg, working in traditional and alternative programs, predominately advocating for and practicing project-based learning approaches to teaching and learning. Will’s research is currently focused on place-based education theory and practice, climate change education in the Manitoba K-HE education system.

Read more from Will Burton

A group of people holding signs at a rally. One sign says "SAVE THE PLANET" with a blue drawing of the Earth. Another sign says "COOL KIDS SAVING HOT PLANET".
Examples of How a Comprehensive School Health Approach Can Be Used to Address Climate Change
[ Research ] Climate change represents a profound threat to the health and wellbeing of today's children and adolescents, yet its impacts on these populations are not fully understood. Evidence indicates that climate-related extreme events, and the stress associated with climate change, may significantly affect young people's mental health, educational attainment, and physical activity levels. Schools can play a pivotal role in addressing these challenges. One approach to addressing these challenges is using a Comprehensive School Health (CSH) model, which encompasses four pillars: teaching and learning, social and physical environment, healthy school policy, and partnerships and services. This paper presents illustrative ideas for programs, policies, or practices that could align with different pillars of the CSH model in relation to climate change. These examples are intended to prompt discussion and reflection, rather than to assert effectiveness, and may offer ways schools could consider supporting students in responding to climate-related concerns, including climate anxiety, and developing skills to navigate environmental challenges.