Schools in Machakos County have long felt the effects of climate change, yet many students and educators lack a comprehensive understanding of its causes and implications. The region, located at an elevation of approximately 1,616 meters (5,303 feet) above sea level, experiences a temperate highland tropical climate with dry winters and an average annual temperature of 20.5°C (68.9°F). However, local reports indicate that schools are struggling with rising temperatures, resulting in dry, dusty playgrounds and challenging classroom conditions.

 

In Machakos, climate education is primarily confined to textbooks, leaving students disconnected from the environmental changes they experience firsthand. Addressing this gap through initiatives such as tree planting for shade, improved classroom ventilation, and climate-resilient infrastructure is essential to fostering a more sustainable and conducive learning environment.

 

 

What if learning about climate change wasn’t just theoretical? What if learners could be part of the solution? These questions ignited a call for change.

 

Five years ago, Athi River 

Primary School embarked on a mission to transform its environment by planting trees that would stand for generations. However, the initiative was put on hold due to limited funding and dwindling interest. Teach For Kenya revitalized the effort through the Climate Education and Leadership (CEL) project, empowering learners to embrace climate action and leadership while reshaping their learning spaces. 

 

Diana Chumo, a Cohort 4  fellow, and Madam Jackline Wambua, a teacher at Athi River Primary School, were at the forefront of this project. Together, they set out to demonstrate that children could actively participate in climate solutions, showcasing the power of hands-on learning.

 

Before the project, the schoolyard at Athi River Primary was bare, with little greenery to shield learners from the scorching sun. Dust storms were frequent, making learning environments uncomfortable. According to Mrs. Wambua, afternoon classes were particularly difficult due to the heat and dust storms.

 

The first breakthrough came when the tree planting initiative was revived with the introduction of the CEL project. Students enthusiastically reformed the environmental club, and when Ms. Diana Chumo introduced the concept of agroforestry, the sukuma wiki (collard greens) thrived in the school.

 

Today, the impact is visible. Small forests are taking shape on school grounds, despite the region’s challenging climatic conditions. These small forests provide much-needed shade and beauty, and dust storms have become less frequent, creating a healthier environment for students. Mrs. Wambua notes a significant improvement in afternoon classes, with teachers now able to conduct lessons outside under the shade of trees and in a pleasant afternoon breeze.

 

The students have taken on the responsibility of caring for the trees with passion rather than as a chore. They frequently water the plants without needing reminders and have developed a sense of ownership and connection to their individual plants. After every environmental meeting, a few slices of bread are provided to keep students energized and boost team spirit.

 

Agroforestry has also led to the adoption and implementation of container gardening, which students have embraced even at home. Some have turned this into an entrepreneurial venture, selling their produce and earning some income.

 

The success of the environmental club at Athi River Primary School proves that children are not just future climate leaders; they are leaders today. By engaging in hands-on climate education, they are actively creating a sustainable world. This project is not just about planting trees; it’s about planting knowledge, responsibility, and sustainability. As the trees grow, so does the next generation of climate-conscious minds.