Ananya Gupta 00:01
And I felt a lot of my peers with this idea of okay, we have this big problem, and in school you keep telling us that it’s a big problem, and you’re not telling us what to do about it. You’re just like, here is this great problem that’s probably going to impact your life and your children’s life and everyone else’s lives. Go deal with it. And so, being a high schooler, I felt like I had this unique opportunity of understanding the new generation and their perspective on the movement, while also having enough awareness and access to talk to the older generation. And bridging that gap was where I found my power in the movement.
Catherine Du 00:42
Welcome back to another episode of Bridging the Carbon Gap. My name is Catherine Du, and I’m a sophomore at Hunter College High School.
Today’s episode is a little different. I’m talking with two of my peers, Helena Rambler and Ananya Gupta, both high school climate activists who spent years thinking about how our generation inherited this climate crisis, and what we’re actually going to do about it. We get into eco-anxiety, the summer’s wildfires, why they believe every career can become a green job, and how to talk about climate change with people who don’t want to hear it.
How do you think being a high schooler impacted your view of climate activism?
Ananya Gupta 01:23
Being a high schooler really impacted my view because, for a lot of the time, everything that I was hearing was all about what the generation older than us was doing, and yet at the same time, they were often telling us how the problem was one that was going to shift into our generation, and I felt a lot of my peers with this idea of okay, we have this big problem, and in school you keep telling us that it’s a big problem, and you’re not telling us what to do about it. You’re just like, here is this great problem that’s probably going to impact your life and your children’s life and everyone else’s lives. Go deal with it.
And so, being a high schooler, I felt like I had this unique opportunity of understanding the new generation and their perspective on the movement, while also having enough awareness and access to talk to the older generation. And bridging that gap was where I found my power in the movement.
Helena Rambler 02:20
I think specifically the fact that it was seen as a problem that would only grow in the future makes it more relevant to younger people. I think also the fact that we grew up with climate change, and as I was growing up, even from a really young age, I knew what climate change was, and I would be hearing stuff about it for the majority of my childhood. And I think that was a relatively unique experience for younger people.
I think that then once you got to like high school and you were at a point of where you had a little more power, you’re more of a person. Then you can actually take action onto what you’ve been hearing your whole life.
Catherine Du
How or when did you first learn about climate change, and why do you think you got involved in activism while your classmates did not?
Helena Rambler
I first heard about climate change from my mom because she works in a climate change-ish world. When I was young, she would bring me to marches, and I think that’s where the first point of contact with climate change came from. Then, in school, I learned about it briefly. I think it was fifth grade. We had a mini-unit about climate change, and I think that’s where a lot of the science of it came in, to my knowledge. Then, starting early to eighth grade, I got involved with my school’s branch of the environmental club, and then through that, I was connected to this podcast, and I think that every step I took that got me more involved gave me more clarity into the whole thing.
Ananya Gupta 03:51
Yeah, for me, I grew up in a family where they’re mostly climate activists, and my grandfather’s a big climate scientist, and so I first heard about climate change from a young age, and I would go to my grandparents’ house. I would always talk about climate change and need quizzes, and I grew up learning about climate change.
But in school, I wasn’t really exposed to it until my sophomore year in my biology class, where we had a six-week unit on climate change, and that whole unit we spent talking about the problems, and it was in a very science-oriented space because we were in biology class, and she just kept telling us in different ways with different specific details what was going to go wrong. I noticed that almost all of my classmates were experiencing eco anxiety and were turned away from climate change because they got really freaked out, and we weren’t talking about the solutions and what they could do, and then it was presented in a very science forward aspect, and so students began to think that if they weren’t interested in science, then the movement just wasn’t for them, and they found it easier to just turn away and pretend they didn’t care for those two reasons.
At the same time, my grandfather had been working to create a course for college students that was all about solving these two problems. It was solutions-sfocused and interdisciplinary. Only two or three classes focused on the science behind the climate change. They talked about the government side and the policy side and other aspects, the mental health side to help students understand that no matter what they’re interested in, the climate movement is for them. I realized that’s something we needed at the high school level. I was able to get access to that course, and I had seen what was happening in high school.
Where I got involved is figuring out, okay, how do we bridge this gap? How do we take that course and modify it for high schoolers? And so we made it into a two-week course for high school students to understand, no matter what they’re interested in, the climate movements for them because it was an interdisciplinary course where it wasn’t just covering the science. And then they also start to understand and feel a little less eco-anxiety because they feel like there’s something they can actually do.
Catherine Du 06:03
How do you feel that your curriculum that you adapted from the Bending the Curve curriculum should be implemented in other schools? And what do you see as the role of education in the broader climate movement?
Ananya Gupta 06:16
I think that’s a really complicated question about education. I think the Bending the Curve course and adapting the curriculum was a really good place to start because the core idea of having it be centered around student discussions and their mental health and showing them about the solutions rather than centering on the problem, and getting that mindset shift, was really powerful and students responded really well to it. Having that course across high schools I found is really difficult because it is like a two-week curriculum. It’s only seven one-hour modules, but fitting that in at high schools is really hard. I was really successful at my high school because it’s a small school, and we were able to fit it into one of the electives we had. When I was working with LAUSD, they already have a mandate for climate education, and so it’s slotted in really well.
Catherine Du 07:06
Quick context: LAUSD stands for the Los Angeles Unified School District, the second largest public school system in the country.
Ananya Gupta 07:14
In general, I think what’s going to be more powerful is working towards the perspective shift and the mindset shift across climate education in general away from telling people about problems, because everyone knows about it. If we can help them have a mindset reframe of ‘no matter what I’m interested in, my job can be a green job,’ then they have that in their mind. And as they go to college and beyond, they think about that and they can keep that nugget in the back of their head, and that’s how we get the whole generation and movement to become one that is encompassing and is sustainable in the long term.
Catherine Du 07:49
On a similar note, what do you see in your future with respect to climate change? Do you feel hope? Do you feel fear? Do you feel dread? And why?
Helena Rambler 07:59
I think that it changes day to day. I feel hopeful when I see something in the news or something positive happens. But I would say that’s relatively rare. I try to be hopeful, but there’s so much doubt in the world, and I think it can be hard to maintain that positive mindset. But I think that our generation, specifically, we have the power to make true change. I think that as we get older and more of our generation comes into the workforce and goes into green jobs, I think that we will see more change. We will start moving in the right direction. So when I think about our generation, I feel hopeful, but until then, I am very cautious to get excited about anything.
Ananya Gupta 08:41
I have a very similar perspective. I hear a lot is that in the next decade, climate change is going to come into all of our backyards. I live in LA, and so I experienced the effect of the fires just across my whole community, and how that did have a fundamental mindset shift for a lot of students. Parents, not so much.
I feel like at school the overwhelming consensus was it was because of climate change, and I think having these experiences with climate change at such a formative age will mean that we just won’t be able to ignore it as we grow up, and I’m hoping that as technology gets better and we have these innovations, we’ll start to implement them more.
The place where I get stuck is that in order to be successful, the movement has to be one that everyone is working towards and agrees upon at some level. It feels so polarized right now. That’s where I’m doubtful and where I get scared because when you talk to people who are skeptics or who don’t believe in it, their reason for doubting climate change isn’t climate change. There’s other reasons why they have more important things to focus on, and they feel like the movement is one that’s going to take away from their ability to put food on the table or pay their electricity bill. And I think that we aren’t working to solve those problems or change those narratives because we’re just not talking about it.
Catherine Du 10:06
How would you recommend that other students face the climate crisis in the face of things like eco-anxiety and debilitating fear?
Helena Rambler 10:15
What I would tell people is the first thing: focus on educating yourself more and doing research, further understanding where we are, where we stand as a society, because I think that could lessen feelings of anxiety with more knowledge and keeps you a little more in control.
I think that if we focus on, like Anania was saying, when you’re a kid or when you’re first learning about it, you hear a lot of the negative sides. But I think that a lot of people don’t focus on what can happen and the more hopeful side. And I think that focusing more on those aspects can really help people when they’re feeling anxious or when they’re feeling lost, because it’s never going to be completely black and white. But if you choose to view climate change and view where we are in terms of the weight of climate change, I think that you need to frame your perspective in a very intentional way.
Ananya Gupta 11:25
After the fires, I was talking to one of my friends, and he was really freaked out. He was basically like, “There’s nothing I can do. I can recycle, but that’s not going to stop this next big fire from happening. And this was right around the time that I was thinking about, “Okay, how do we help students understand that all jobs are green jobs, essentially? And he wants to be an architect in the face of the fires. What we started talking about is okay, how can being an architect help prevent the fires at a longer term scale? We started talking about potentially he could be an architect that did research and emphasized using fireproofing materials and building houses in a way that would make them more fire resistant.
I’ve found that thinking long term and how do I build steps and have a career that will impact me in these longer term ways can be powerful. It’s counterintuitive because it doesn’t feel as tangible in the moment, I know some people like the feeling of going and picking up trash on the beach or recycling. It feels very physical, and you’re getting that quick feedback loop.
But for high school specifically, we’re already thinking about our careers, especially as we become juniors and seniors, and we’re applying to colleges and this big thing of climate change that’s constantly on our mind. It’s this weight. If we can tie that to what we’re already thinking about in terms of the future, it can help us bring it all together and make it feel like something that we can do. We can have an effect on without sacrificing anything. I think that idea of helping students realize they don’t have to sacrifice. They should want to be part of the movement, that’s really where people start to feel a little bit better.
Catherine Du 13:05
This summer, with the fires, the heat waves in France, the UK, and the smoke in the US, has this come up in conversations with people that you know, whether in or out of the climate space?
Helena Rambler 13:17
I think for me, it’s been a discussion where, like, there’s like a vague underlying of climate change, but with kids my age, it’s never really said. Both my parents or with adults and people who already are involved in climate change and already have a more expansive knowledge of climate change, it’s obvious to them that like this is happening because of climate change, and it’s only going to get worse because of climate change.
I think with kids my age, a lot of people talk back to when the sky was orange with the Canadian wildfires. But I feel like it’s rarely labeled as climate change. Like I say, like I’ll bring it up and people will be like, yeah, what I care. I think that maybe because it is scary when you label it as climate change and you label it as something that’s going to continue to happen. If it’s a one-time thing, if it’s just a fire, then people who brush it off is okay. We can fix that. But if it’s from a bigger issue, then it opens up a whole new can of worms because then it’s like we have to go back and fix this bigger issue. I think that with some people they relate it back to climate change, but for others they don’t because of what climate change means.
Ananya Gupta 14:32
At least what I’ve experienced is that when it’s so far away, like I’m in Los Angeles, so when it’s in the UK or in France, it’s easy to label it as a problem for them. They might label it as climate change, but it’ll often be followed with “But we don’t have to worry because that’s not happening here.” This idea of it’s going to happen to everyone else but not us, I find, is very common because it does mean that you don’t have to deal with it.
Climate change is a big problem, but it’s a big problem over there. It’s a big problem that’s not going to come into our backyards, and then when it does come into our backyards, like it did with the fires in LA, they often find some other reason to explain it away. Climate change is such a big topic and one that isn’t really addressed when it’s so far away. People ignore it.
Catherine Du 15:30
With the mindsets of your peers being focused on how it’s not in your backyards or explaining it away, how do you think this connects to how other high schoolers, how you believe that other high schoolers are going to react to climate change when it does get worse to the point where it cannot be ignored?
Ananya Gupta 15:50
I think that there are going to be some people who continue to turn the other way and make up excuses, and then there are going to be people who do everything that they can to prevent it.
I think where we’re going to find a lot of difficulty is that there aren’t these set measures or conversations that we’re having. It feels oftentimes that the examples that we’re getting from the older generation are just people yelling at each other and not listening to each other and not understanding where the other side is coming from, and so even though we’re experiencing it and we have the ability to have these conversations, we’re not being shown how to have these conversations. We’re not getting the examples of a movement that’s coming together over this great threat that’s going to affect everyone, and so I think our generation is going to struggle, and we’re going to come together in some ways because we have this shared experience and knowledge, and at the same times we’ve grown up with biases that are going to cloud our judgment as we grow into adulthood and continue to see this happening more and more.
Helena Rambler 17:01
I was just going to bounce off that last point. Sometimes living in New York or also in LA, you’re in a slight bubble because people have similar ideas. Once you talk about climate change in one of these cities, people will be responsive and be like, “Oh yeah, of course.” Like everyone knows about climate change, but I think that it gets overlooked that a lot of the country is not on the same page, and we can look at our political status right now. The country just is very divided on everything, so I want to believe that our generation will be more kind of proactive about climate change, and when it does get closer and closer to everyone and start affecting everyone’s daily lives. I hope that everyone will become more involved in it. View every job as a green job, but I am just hesitant because the country is divided, and I assume it will continue to be divided for our entire lives.
Catherine Du 18:01
Do you plan to work on climate change in college and beyond? Have you guys thought of how you guys will approach it?
Helena Rambler 18:09
I’ve had thoughts in the past, but with jobs and your future career, it can be really hard because everyone’s talking about money. How are you going to make your money? What are you going to do with your life, and how are you going to build a sustainable life for yourself?
I think about this a lot, and I flip back and forth. Now, as I’m going to college, I am thinking of minoring in environmental studies. I’m taking a class this fall called environment and science. I think in college I plan on focusing a lot more on the education side of it, and learning as much as I can, talking about it as much as I can. I’m sure there’s like a million clubs, and I think just finding that same community that I had in high school, and then connections in general, like when you have these connections, those can go so far. So I’m excited to see what I can do in those connections, and maybe that lead to a climate-focused career.
Ananya Gupta 19:11
When I think about climate and sustainability in the rest of my life, it’s something that I’ve really wanted to keep open and see where the future takes me. I’m really interested in AI and math, and so I’m majoring in math and data science potentially when I go to college. And I’m I want to focus on how do we take these big systems that are seen as inherently unsustainable and make them more sustainable. For example, AI. Everyone’s using AI, and I don’t think that’s going to go away. I think it’s a super powerful tool. Learning how do we make the systems more sustainable? How do we make it so we aren’t putting out so much energy and consuming so much water every time we enter a prompt is a fascinating task.
When I go to college, what I’m trying to do is explore what I’m passionate about and then think how do I tie that back to them back to green job, rather than focusing on the movement to start with. I think that’s where I’m going to be able to find the most success if I follow what I love rather than trying to force something that’s not there. But I also want to continue working with teachers. We put on a conference last year in the spring of 2026, for over 50 educators focused on climate education and how do we create these mindset shifts and how do we give students the tools they need to start to ease their eco anxiety. Continuing to work with teachers is something that I’m hoping to continue because it gives me a lot of fulfillment and you can see the tangible impacts that it’s making.
Catherine Du 20:44
This is a question for Helena. What was your most memorable interview on City Atlas, and why? What emotions did it evoke, and why do you think it stuck with you for so long?
Helena Rambler 20:56
This is really hard because I interviewed a lot of people, and they all came from different backgrounds. When you ask that, a lot of interviews pop in my head. One of them that I think I probably think about the most is the one with Adam Aron. I think the reason why that stuck with me is because he was a psychology professor, and he had been the neurologist, or he had come from a different field, and then he became a professor when he realized how big of a deal climate change was. I think that like stuck with me because I’m interested in the brain and psychology, he’s a neuroscientist. I think the fact that he was involved in neuro and in the brain really showed me that you can keep your same interests and still find a job that relates to the environment, and still find a way to help the environment and help people understand what’s happening in the world. I think this is exactly what Ananya was saying. That one always stuck with me because of that interdisciplinary approach.
Catherine Du 22:42
How do you think, sharing with your experience in various parts of working with experts and also the familial connection to climate change? How do you think this has shaped what you want to do when you get older, like the role you want to play in the climate movement?
Ananya Gupta 23:00
For me, I was exposed to people with all different passions and all different disciplines who are part of the movement, and that’s really the big thing that I want to take with me: is this knowledge and understanding that no matter what you’re interested in, there is a place for you in the movement to make an impact really shaped me because a lot of my classmates think that if I’m not going to be a climate scientist or I’m not going to be an activist, then I can’t be in the movement. I have family members interested in life coaching all the way to mental health research, and through it all, they found a way to have an impact on climate change, and holding that with me is something that I really want to take as I go into the world.
Helena Rambler 23:47
I totally agree. Seeing the different ways that everyone can get involved has been really inspiring. I love when I have a conversation with a random adult, and they could have any role, any job, but it’s obvious that the climate is in the back of their mind. For example, a few days ago, I was having this conversation about a new road that might be built in this town that I’m in, and this person was just really against it, not because it was a bad idea, but just because it would affect the environment negatively. Little things like that, I think, can be really inspiring to me because it shows that people actually do care. No matter what I end up doing in life, I still will continue to care, and that will only have positive effects on the world.
Catherine Du 24:35
Do you have any set idea of exactly what role you want to play in the movement, whether that be education, research, academia, or actually going out there and building things, or do you feel like it’s something that you guys want to explore your passions more about and discover later?
Helena Rambler 24:53
I think that I, yeah, I think I don’t know exactly to be honest. As of now, I’m even thinking of maybe going pre-med, so that can be pretty different than your classic environmental work. But I also think that there’s a direction that I can go with that because if you think of the world of medicine, there’s so much waste created, and I think about this a lot when you’re at the doctor’s office, and let’s say they use gloves, and you could say that they totally need to because when you’re working in medicine, everything needs to be sanitary. So many single-use plastics. There’s so many little elements like that where maybe we can figure out a way to make the medicine more sustainable. AI is a whole other conversation, and there are positive uses for it, especially with medicine. But how can we make all these different aspects of every field of work more sustainable? I still don’t know, but I’m excited to explore all the different ways to get involved.
Ananya Gupta 26:05
I don’t know. High school was the bubble for me. You have a very strict set of classes that you have to take, and I had limited options for electives. So I’m going into college because I loved math all through high school. I found it fascinating. I love using data to tell stories and data-based narratives is the most powerful storytelling tool we have. But I recognize that the world is a really big place, and there’s so many jobs and career opportunities that I’ve never even heard of. So going into college and being open to all of those different experiences is something that I want to give myself the opportunity to explore.
Catherine Du 26:44
That’s all the questions I have. Do you guys have anything you want to share, or any questions for me, or anything that you would like to add? Or maybe you can ask each other questions.
Helena Rambler 26:56
Catherine, how has Bridging the Carbon Gap affected or changed your perspective on things and on the world around you?
Catherine Du 27:05
I do want to admit that in the past I did have this thing where it’s like “I’m going to do climate science or else I’m not going to be involved in climate work.” So that’s why I’m really interested in learning more about climate science, and I still do that, similar to what you, Helena, has said. Listening to past interviews and editing past interviews has, I think, broadened my perspective when it comes to what roles exist out there within getting involved in the climate movement. And what Ananya just said about all jobs can be green jobs is really true, and that’s something that I didn’t realize earlier.
Ananya Gupta 27:40
I have one more for you, Catherine. I’m curious how you got involved in the climate movement and what really inspired you. I know you talked a little bit about it, but learning about how different students get involved is interesting to understand. How do we get our whole generation involved in this movement?
Catherine Du 27:57
I first learned about climate change in elementary school. It was one of those single chapter in a book lessons, and it was also around the time of COVID, which meant I had a lot of time to explore what I was interested in during COVID. We had access through my school, and also I think it’s a broader Department of Education in New York City to an online library of books.
What I remember doing is looking up various combinations of climate change. The book that most resonated with me was a book…there were a few, but they added on to the urgency I felt with regards to climate change. In 2023, a book called The Climate Book came out, and I think that was the one that was the most powerful when it comes to how bad this problem really is. It’s a 17-hour audio book as well, and there were many statistics inside, like expansion of the oceans due to climate change, and also like extremely alarming projections, and I believe in sixth grade I joined Beyond Plastics Queens, and I had the unfortunate experience of tabling at a park to the little children because I remember opening the book about plastics and talking with them for 10 seconds about how bad this problem is, and then they would turn around and run away. That was helpful in making me realize that not everyone sees the world the same way that I do, and everyone in the climate movement does.
In eighth grade, I joined some climate policy organizations. Over time, I was thinking about why my classmates weren’t involved. In seventh grade, I would talk about climate change in every class and at least once a day. At some point, it was getting people rolling their eyes and people getting really annoyed. I think the reason why that happened, thinking back two years, was because people are afraid to recognize things. People would rather run away and continue on with business as usual as long as they don’t have to face the reality of what is coming for them and how bad the situation really is, because statistics point to an alarming future. It feels okay when we ignore it, similar to procrastination. The sky isn’t falling down now, so it’s waiting until it does for some people.
Ananya Gupta 30:14
I’m curious as I go into college how I’m going to have conversations about climate and the movement, and how I’m going to approach it because I know a lot of people. It’s very easy for them to turn away or, as Catherine was saying, just ignore it. I’m curious if you’ve had, especially because you’ve done a lot of interviews, if you’ve picked up any tips or had any really good conversations on how to approach these really difficult topics that are often very polarized.
Helena Rambler 30:42
I think for college specifically, I haven’t honestly thought about that a lot. I think what I’ve done in the past is, for example, like with the smoky air or like the wildfires, like when it is relevant, you could if you just drop it, or you could when you’re talking about it if it’s already in a conversation. I think that with stuff like that, it flows really well, and then like almost in those cases, it shows people that climate change is already in our daily lives. Specifically for college, finding those same communities I had in high school where people are always interested in climate change and they want to talk about climate change. That’s where I’m going to start because talking about climate change is always going to be an issue you have to overcome because it’s, because where we live and because people are so against the idea of always thinking about climate change. I think it’s always going to be a problem we’re going to have to face. I don’t really know, honestly. I think that finding those people who are already down to talk about it, and maybe figuring out ways to expand that into those who are more hesitant to do so.
Ananya Gupta 32:00
Yeah, that makes a lot of sense. It’s one of those topics where people are always going to have a very strong opinion, so it’s something that I think about a lot as we go to college. Is one of those complicated topics.
Helena Rambler 32:13
Yeah, totally agree. And I also think that when you go to college, a lot of people are going to be coming from very different backgrounds. For me, I am going to North Carolina, so I think of it as being relatively southern, and it’s a lot of people who are from in-state. I think that’s going to have to be a big culture shock as to how the majority of my grade is going to have grown up. Interested to see how it goes.
Catherine Du 32:44
Maybe do you have any questions for Ananya?
Helena Rambler 32:47
Maybe you said that you grew up around people who are interested in the climate and who are already involved in these green spaces. Did that kind of affect how you interacted with, I would say, new connections you made as you grew up having those conversations? Do you think that gave you a good foundation for replicating those conversations with kids your age or your own friends?
Ananya Gupta 33:17
I think it made it harder in a lot of ways. It made it easier to talk with adults and become a part of the movement, but I had this base understanding of climate change and had these almost assumptions about it that I assumed everyone my age had, and so when they didn’t, I just didn’t really know what to do. I was confused about why they didn’t understand that the weather was getting worse because of climate change, or that having more extreme heat and more extreme storms and cold is because of climate change. And I found it really difficult a lot of times to interact with students when they were so against what I was talking about. I started to find more success when I started asking why, and asking people, okay, why do you believe this is true? What past experiences has led you to this point? That was powerful when I started talking to more adults, especially adults who were skeptics, asking them and helping to understand why they were so against the climate movement led me to this realization and understanding that it’s often not about the climate movement.
That understanding started to shape a lot of the future conversations I have, because when we can understand the motivations for people pushing back against the movement, that’s the opportunity that we have to start to come together and to create a movement that’s united across all fronts, regardless of our political beliefs or markers that often are causes for polarization in our country. I think if we can reframe the movement as something that is about creating a better life for our children and for ourselves, that’s something that we all want, and we can all band together. And so, if we can depolarize and depoliticize the movement in that way, I think that’s where we’re going to find a lot of success. And where I know this is a long-winded answer from talking to my grandparents about climate change, but that’s where I’ve ended up from those conversations that I had when I was a kid.
Helena Rambler 35:25
That’s so interesting. I totally agree. I think that a large thing that has to happen is that depoliticizing — making climate change not a political thing. I think that seems very obvious to me. It needs to be talked about more specifically less by politicians and needs to be talked about more by our current government and by current people in power when it becomes a topic where people vote on it. It’s good to have it spoken about, but it needs to become more mainstream and not a left or right issue, but an issue that everyone wants to be fixed. Talking about climate change and the issues with the world, it shouldn’t have to be something that’s going to be frowned upon and make you lose votes because I think that stuff like this just seems so obvious to us and people who are already knowledgeable about it. I totally agree with everything you’re saying.
Ananya Gupta 36:31
And what you’re saying about it becoming more mainstream, I think about not only in terms of politics but also in the classroom. If we can have our history professors start talking about climate change and our English professors in rhetoric class, for example, how do we start to have these conversations? If we can make climate change something that’s talked about across all of the subject areas, that’s how we start to create the climate movement into one that our generation understands isn’t just for science. Because kids might understand that it’s talked about in other spaces, but when it comes to school, I never hear people talking about it outside of their science classes.
Helena Rambler
Yeah, I totally agree.
Ananya Gupta
Just as a final parting idea, just continuing to push the movement as one that everyone can be a part of, regardless of your age or regardless of what you’re interested in. Educating yourself and figuring out, okay, what are the solutions? What am I personally going to be invested in? Continuing to push forward and feel personal motivation is where we’re going to find success. Because people shouldn’t feel like they have to be a part of the club movement. It’s how do we get everyone to feel like okay? I want to be part of this. This is something that I feel is personally going to impact me and my family, and I want to make a difference. I think that’s where we’re going to find the ultimate success.
Helena Rambler 37:57
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