Get Full Government Meeting Transcripts, Videos, & Alerts Forever!
Get email alerts on the Education Climate Week topic
No spam. Unsubscribe anytime.
Proposal for annual ‘Climate Week’ in Hawaii public schools draws partisan floor debate
Summary
The House debated a resolution urging an annual climate‑change awareness week in public schools, with supporters saying such programming engages students in real‑world learning and opponents urging a focus on core academic skills.
A resolution urging the Department of Education to establish an annual “Climate Week” in public schools prompted back‑and‑forth remarks on March 27 about curriculum priorities and the role of schools in addressing real‑world problems.
One representative opposing the measure argued the Department of Education should “focus on reading, writing, and arithmetic, not climate change,” and said the state should address longstanding issues such as low test scores and staffing shortages before adding whole‑week observances to the school calendar.
Representative Kerri Coppella spoke in strong support, noting the resolution “was drafted, in conjunction and mainly came from students,” and she said student involvement motivated the proposal: “my, Keiki caucus intern who is very passionate about supporting our environment and making sure that her and her peers are also working towards climate awareness in school and just in life because they are inheriting this planet.” Representative Peruso likewise argued that real‑world problems like climate change engage students and can reinforce learning in reading, writing and arithmetic.
A former Department of Education science teacher who spoke in support said that teaching climate science and real‑world problems can improve student engagement and learning outcomes. Opponents countered that schools are already underresourced and should prioritize improving basic skills and test performance.
The committee report containing the resolution was adopted as part of a block of standing committee reports; members’ positions (support, opposition, reservations) were recorded for the journal and some representatives requested their floor remarks be entered in writing.
Why it matters: The resolution touches on curriculum priorities and how educators engage students on environmental issues. Supporters argue climate education is part of authentic, problem‑based learning; opponents said resource constraints and basic‑skills gaps merit focus first.
Next steps: The resolution will continue through the committee and calendaring process for any statutory or policy action by the Department of Education.
