Will Steger Foundation is proud to announce the winners of our Climate Generation Award. Launched in partnership with the British Council and California Air Resources Board, the Climate Generation Program is a school-based competition connecting youth leadership and environmental curriculum with climate action projects. High Schools in Minnesota were eligible to participate at no cost, and encouraged to submit action projects in the following focus areas: energy conservation, renewable energy, water conservation, transportation, purchasing, facilities, awareness/communication.

Our three winners were chosen through a competitive process with final judging provided by the Will Steger Foundation Climate Champions, 10 dynamic youth leaders between the ages of 16 and 26 located across the Midwest. Winning projects were chosen for their authentic youth engagement, their environmental impact, and their integration of curriculum and other formal/informal learning opportunities.

First place went to Mahtomedi High School for their Zephyr Wind Turbine Project. Students, faculty, administrators, and community members worked together to generate public support and funding for the project which has already broken ground on school property. The project also includes curriculum developed in partnership with the University of Minnesota. Mahtomedi High School will receive a $1500 award to honor their work and support next steps

Two schools were tied for second place. Edina High School was chosen for it's Water Bottle Filling Station Project, aimed at reducing plastic bottle waste and encouraging the use of reusable water bottles. The Project Earth group worked closely with their faculty advisor to create peer buy-in for the project, generate public awareness and build financial support through a series of creative fundraising efforts. Edina High School will receive a $500 award to honor their project and support further implementation.

Pine Island High School was also chosen for second place. The high school Environmental Club conducted an extensive survey of paper use and waste through out the school and was able to significantly expand it's recycling program by securing new bins for each classroom and large plastic collectors in the hallways. The club also presented to the school board in support of hand-dryers in school bathrooms as means to reducing paper consumption and waste. They are currently in the process of securing support for this installation. Pine Island also received the $500 award in honor and support of their efforts.

Not only is it exciting to see concrete examples of school-based solutions addressing the climate crisis, it is even more significant to see students taking an active role in selecting and launching these projects in their communities. With active peer engagement, project visibility grows. It is our hope that these projects will inspire continued youth initiative on solutions and create a culture-shift from consumption to conservation on these campuses, and in schools across the state.

I started the new year off with a with a whirlwind trip to Goa, India, world renowned holiday destination, biodiversity hotspot, and the location of the British Council’s 3rd Annual International Climate Camp. In Goa, I spent one week with 35 Climate Champions from 14 different countries: The U.S., Ireland, Northern Ireland, England, Norway, Sweden, Finland, Slovenia, Uganda, Maldives, Sri Lanka, India, Bangladesh, Nepal, and Japan. It was an incredible experience I will never forget! I was given this great opportunity by a partnership between the Will Steger Foundation and the British Council.

What would you do to address climate change if money wasn't an obstacle? For many young people passionate about the environment, ideas are not what's lacking. It's the means to make these ideas a reality that stands in the way of effective leadership and implementation.

Of course there is mentorship, skills training, community support, time and energy to consider - which are equally if not more important. But concrete funds and the ability to raise them are considerably more challenging for young people than adults who are in the work force and often part of a larger community of connected people.