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Climate Change Education Act 1 Environmental Policy Paper Name of Student Institution Affiliation Instructor Course + Code Due Date

Climate Change Education Act 2 Introduction Various countries worldwide have developed global warming and greenhouse gas policy initiatives. However, countries like the United States have experienced challenges implementing this policy. According to DiPerna (2018), the United States participates in debates on global warming. The science community accepted the existence of global warming in the early 1990s through the efforts made by President George Bush and Clinton. During this period, there lacked efforts to establish national policies for greenhouse gas. Most leaders in the country did not believe in global warming issues and had evidence to support their claims. For instance, Mayors and the Governor in California established reduction goals for greenhouses in major cities which comprised strategies to enhance the green environment in the United States. These goals include the carbon trading exchange by the Chicago Climate Exchange, green business practices for organizations, and voluntary reporting by EPA’s Climate Leaders Program (DiPerna, 2018). All these goals have significant implications for public health. The major benefit of public health laws is to enhance healthier and long-lasting life for all human beings. However many climate change laws exist, but most people do not comprehend their future impacts on their health. While there is hope for a better future for public health, the Climate Change Education Act should be revised among private and public organizations, government, and healthcare sectors and enable all people to take care of a positive difference on Earth. Scope of the Problem One of the global issues that call for action is climate change. Climate change policy refers to the actions taken by a particular government to control and deal with climate change impacts. It involves policies set aside to alleviate atmospheric greenhouse gases to prevent quick changes in climate and help people and organizations to create resilience and avoid adverse

Climate Change Education Act 3 impacts like extreme weather conditions caused by changes in climate (Fang et al., 2018). Each country has its policies as far as climate change is concerned. However, all these policies focus on greenhouse gas emission reduction, enhancing sustainable practices, efficiency in energy use, and promoting renewable energy sources. Many people in the United States experience challenges when dealing with climate change impacts since it has existed since industrial development. The United States was forced to debate climate change issues to control it. In this context, the country suggested the development of the Climate Change Education Act to control artificial activities associated with climate change. The world, specifically the United States, is aware of climate change impacts. As stipulated by Fang et al. (2018), climatic events such as frequent floods that lead to property and life loss prove that climate change exists and its impacts are undisputable. As a result of global warming, the country experiences heavy rains in high frequency and intensity, which is attributed to floods. In addition, the country also experiences higher temperatures than normal, which are unfavorable for human survival. Global warming has also caused a rise in heat waves which has stroke the nation. Drought has negatively affected wildlife and biodiversity loss due to wildfires. Also, reducing ice levels has threatened marine life, and most agricultural activities have been affected by global warming. The impacts on the agricultural sector have enhanced food insecurity and loss of employment for many people. Its overall impact is on human health as people suffer new disease outbreaks that threaten their lives. In addition, pollution from the greenhouse gasses emitted into the atmosphere causes respiratory diseases. Thus, urgent action on climate change is the best way of minimizing the negative impacts caused by climate change in the United States and the world. In this context, the Climate Change Education Act is the best

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Climate Change Education Act 4 policy that examines the climate change impacts, and creating awareness is a necessary measure that should be implemented. The federal government of the United States provides various climate change bills. However, most of these bills seem unnecessary and vast as they lack adequate funding, or some people do not take them seriously. The Climate Change Education Act is the current bill in the United States directed to the National Oceanic and Atmospheric Administration (NOAA) to establish climate change education programs (The Campaign for Climate Literacy, 2021). NOAA is an effective organization to handle the problem associated with the Climate Change Education Act. Therefore, making educational information available to everyone across ages, environments, ideas, and languages is essential to comprehend it well. Since climate change affects all aspects of human life, including food, shelter, air, water, and soil, all people should understand well information related to it. The World Health Organization (WHO) (2017) envisages that about 250000 people die from heat stress, diarrhea, and malnutrition associated with the impacts of climate change every year. In addition, it estimates about four billion dollars as costs related to health issues associated with climate change every year. Proposed Health Policy Change The success of the Climate Change Education Act in the future is vital to address substantial factors associated with this bill. NOAA created this Act to develop educative programs that can help people comprehend the impacts of climate change in the present and future (The Campaign for Climate Literacy, 2021). The main objective of this Act is to enhance people’s comprehension of the concept of climate change, how it occurs, and how people can offer assistance. Therefore, the Act should be revised to Monthly Climate Change Education and Awareness to allow more people to understand it and take action. Educators, environmentalists,

Climate Change Education Act 5 meteorologists, spokespeople, and healthcare facilitators must equip themselves with knowledge and reach out to everyone to save the Earth. Affected Population There is a need to enforce climate change in the United States. Studies show that four parents out of five advocate for climate change education for their children (DiPerna, 2018). Education is a fundamental aspect of climate change awareness creation for all people, and awareness will help people change their minds to participate in climate change campaigns. The Internal Displacement Monitoring Centre claims that about 17.2 million people in 2018 experienced internal displacement by natural disasters (UNESCO, 2020). This number increased to about 30 million people in 2020 due to extreme weather conditions and natural disasters. Thus, the adverse impacts of climate change have become a worldwide norm that no one can isolate. Displaced people experience difficulties accessing education due to language barriers, poverty, destroyed infrastructure, discrimination, lack of recognized qualifications, and inadequate school capacities (UNESCO, 2020). Even though studies stipulate that displaced people have the right to migrate and acquire education for sustainable development, little research exists on the relationships between the right to education for displaced people and climate change. People displaced by climate change experience the same challenges as those refugees. People displaced by climatic changes are not recognized despite having visible needs. Thus, the Climate Change Education Act's establishment affects all United States citizens, especially those displaced by extreme climatic events. Impacts on Health Equity and Public Health Implications

Climate Change Education Act 6 Climate change policies impact health equity and public health. The impacts of climate change have become significant and widespread, and communities unable to respond bear the largest burden. According to the National Academies of Sciences, Engineering, and Medicine (2022), disadvantaged communities in the United States suffer disparate health impacts through environmental injustices and racial segregation and are more susceptible to climate change. These impacts include heat stress from their neighborhood and extreme floods. The disadvantaged communities also lack adequate resources to rebuild or recover. People of color, in most cases, experience environmental injustices, structural racism, and climate change syndetic in every aspect of their life. For instance, the Florence community in South Carolina has no access to nutritious foods. The intrusion of salt water and ocean warming exhausted their local fish stocks, and their vegetables were destroyed by torrential rain. Furthermore, industrial developments in their regions increased impermeable surfaces that enhance floods and surface runoff, spreading pesticides and herbicides that contaminate and pollute their drinking water leaving their homes with black molds. Florence’s poor urban regions have no open spaces and generate more heat islands exposing the citizens to preexisting conditions such as obesity, diabetes, respiratory problems, and hypertension. They have inadequate healthcare access, resulting in premature deaths (National Academies of Sciences, Engineering, and Medicine, 2022). In addition, climate change exacerbates the social, political, and economic issues of the indigenous communities in the United States and drives the existing health disparities. An example is the 220-plus indigenous communities in Alaska affected by the warming up of the region and hurricanes that increased their anxiety, exhaustion, and stress. Therefore, adapting and mitigating the impacts of climate change through the Climate Change Education Act can lead to positive health impacts and minimize health inequities.

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Climate Change Education Act 7 Agencies Involved and Their Roles and Responsibilities Implementing the Climate Change Education Act involves various agencies with different roles and responsibilities. These agencies include the United Nations Framework Convention on Climate Change (UNFCCC), Environmental Protection Agency (EPA), and the National Oceanic and Atmosphere Administration (United Nations, 2023). UNFCC is an international organization that harmonizes global efforts on climate change. It facilitates negotiations on climate change policies through the annual conference of parties by encouraging countries to set targets for emission reduction through the Paris Agreement of 2015 initiative (United Nations, 2023). EPA enforces environmental laws and sustainable practices and regulates greenhouse emissions; for example, the Massachusetts et al. v. US EPA et al. in regulating greenhouse gas emissions from tailpipe to elevate future damages. Other actions for EPA include investing in clean and renewable energy, charting a new energy-use future, and fighting climate change. In addition, EPA negotiates a comprehensive ocean acidification examination to attain high-quality water assessment in marine waters (DiPerna, 2018). Finally, NOAA was established in 2007 to push for the Climate Change Education Act bill passage. In doing so, this agency authorizes about forty million dollars for various grants to implement climate literacy plans for both informal and formal education (The Campaign for Climate Literacy, 2021). Implementation of the Act will be achieved by providing relevant and professional training, establishing educational frameworks for climate education change, and developing technical and career tracks for green employment. In addition, NOAA will fund youth organizations to participate in community mitigation in the coastal region through substantive education. Environmental Health Advocacy

Climate Change Education Act 8 Identifying key stakeholders to advocate for the Climate Change Education Act is essential. Potential ways of engaging and building partnerships with various stakeholders for environmental health advocacy exist. According to Wynes & Nicolas (2017), government representatives play a crucial role in environmental health advocacy. These may include the national, regional, and local government officials for the Climate Change Education Act. For instance, these officials will lobby for various rights of the public and critical healthcare issues associated with this policy. Lobbying may take a letter form or an appointment to the representatives to raise environmental health concerns caused by climate change and propose better ways, such as adapting to green employment to minimize environmental risks. Another stakeholder is community organizations who work with the local community, including the indigenous people who are vulnerable to the impacts of climate change (Wynes & Nicolas, 2017). Working in partnership with these organizations will help the communities to share their experiences and advocate for policy changes, engage in community workshops and meetings to enhance collaboration, and comprehend climate change issues. Policy Recommendations Stakeholders can utilize various strategies to advocate for changes in climate change policies effectively. For instance, they may employ research and academic institutions to link with public health departments to research health equity and climate change. The research will offer evidence-based information, analysis, and resources that support advocacy (Wynes & Nicholas, 2017). Attending workshops, seminars, and conferences will enable stakeholders to develop partnerships and connect with experts in climate change and public health issues. In addition, stakeholders can establish partnerships with Non-governmental organizations that work on climate change, public health, and health equity. These organizations are known to have

Climate Change Education Act 9 expertise in advocating for policies and can offer them support and guidance for collective efforts toward policy advocacy. Conclusion The private and public organizations, government, and healthcare sectors are responsible for revising the Climate Change Education Act to enable all people to take care of a positive difference on Earth. This Act was established to control human activities that cause global warming and mitigate the adverse impacts of climate change. Climate change affects everyone in the United States; the displaced and disadvantaged communities suffer more impacts exacerbated by climate change. Therefore, the stakeholders must establish partnerships to effectively advocate for the Climate Change Education Act to enhance a positive outcome in public health and environmental sustainability.

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Climate Change Education Act 10 References DiPerna, P. (2018). Pricing carbon: Integrating promise, practice, and lessons learned from the Chicago Climate Exchange. Palgrave Studies in Sustainable Business In Association with Future Earth , 115–148. https://doi.org/10.1007/978-3-319-66387-6_5 Fang, J., Yu, G., Liu, L., Hu, S., & Chapin, F. S. (2018). Climate change, human impacts, and carbon sequestration in China. Proceedings of the National Academy of Sciences , 115 (16), 4015–4020. https://doi.org/10.1073/pnas.1700304115 National Academies of Sciences, Engineering, and Medicine. (2022). Communities, Climate Change, and Health Equity: Proceedings of a Workshop—in Brief . Washington, DC: The National Academies Press. https://doi.org/10.17226/26435 . The Campaign for Climate Literacy. (2021, August 25). The climate change education act . The Campaign for Climate Literacy. https://climate-literacy.org/federal-policy/the-climate- change-education-act/ UNESCO. (2020). How climate change and displacement affect the right to education . UNESCO.org. https://www.unesco.org/en/right-education/climate-change-displacement

Climate Change Education Act 11 United Nations. (2023). Education is key to addressing climate change . United Nations. https://www.un.org/en/climatechange/climate-solutions/education-key-addressing-climate- change World Health Organization. (2017). Healthier, fairer, safer: the global health journey, 2007– 2017 . World Health Organization. Wynes, S., & Nicholas, K. A. (2017). The climate mitigation gap: education and government recommendations miss the most effective individual actions. Environmental Research Letters , 12 (7), 074024. https://iopscience.iop.org/article/10.1088/1748-9326/aa7541? dom=translatable&src=syn

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