Student-Led Climate Action 

How can students drive meaningful action on climate change in schools and communities? 

Students are often at the forefront of climate activism, yet schools and institutions can be slow to respond. This session explores how students can lead real change, from advocating for sustainable school policies to engaging with local councils and national decision-makers. What are the biggest barriers to student-led climate action? How can schools better support student initiatives? What strategies have been successful in embedding sustainability into education? 

These sessions are designed to be participant-led, meaning the conversation will evolve based on the interests, experiences, and ideas of those in the room. Facilitators will let the discussion flow organically and only refer to the prompts if needed to spark new ideas or refocus the conversation. 

The uneven ways in which climate change is taught (or not) within schools, and the uneven opportunities for students to experience action-oriented climate justice education, are curricular injustices. Recent systematic reviews of the Climate Change Education literature note a depoliticising tendency in climate change education, with official curriculum documents rarely engaging with issues of justice. This previous research raises questions of how young people involved in climate advocacy narrate their experiences of learning about climate change and justice in and beyond mainstream schooling. This research paper, co-authored with four Research Associates who are also climate justice advocates, explores young people’s stories of learning (or not) about climate change and climate justice in school and social movement spaces. These accounts were shared during formal research conversations with 61 people and written in 59 survey responses: all participants identified as involved in youth-led climate justice networks across Australia. We draw on the concept of curricular justice to analyse the inequitable distribution of opportunities to experience justice-oriented approaches to climate change for young people in Australian schools. Many of these young people describe turning beyond mainstream schooling to experience critical, collective and creative forms of climate justice education that bring climate change into direct connection with social justice. We argue that listening to young climate justice advocates’ accounts of their schooling experiences offers valuable insights about the current conditions for learning and acting on climate change in schools. These insights can productively inform the development of justice-oriented modes of climate change education.

Dr Eve Mayes

Eve Mayes is a Senior Research Fellow and Senior Lecturer in Pedagogy and Curriculum. She currently lives and works on unceded Wadawurrung Country. Her publications and research interests are in the areas of student voice and activism, climate justice education, affective methodologies and participatory research. Eve is currently working on the ARC DECRA project: Striking Voices: Australian school-aged climate justice activism (2022-2025). She has ten years of experience as an English and English as an Additional Language Teacher in government secondary schools in Australia.

This presentation will share key outcomes and insights from the transformative Australia-ASEAN Youth Summits 2024, aligning with the Student Voice Conference 2025 theme of 'Connect, Share, Empower.'

The summits positively impacted participating students' understanding of regional issues, diplomatic skills, and global citizenship. We will explore how the summits addressed cultural identity, sustainability and active citizenship through simulated diplomatic activities and cross-cultural interactions.

The presentation will also highlight the project's impact on participating teachers, who gained valuable insights into youth leadership education and the sustainable development goals.

By sharing our experiences and strategies, we aim to inspire educators and advocates to create similar opportunities for student empowerment and foster stronger international ties. Join us to explore how to nurture globally minded leaders.

Emeline Gillingham

Assistant Manager, International Partnerships, Asialink Education (formerly known as Asia Education Foundation) 

Emeline is the Assistant Manager of International Partnerships at Asialink Education, bringing over a decade of experience in project management and stakeholder engagement within global education, Australia-Asia relations, and international affairs.

At Asialink Education, Emeline coordinates diverse programs for students, educators, and leaders across the Asia-Pacific region. She has successfully managed international school partnerships projects with India, China, Indonesia, Southeast Asia, and Papua New Guinea. Her expertise extends to leading educational study tours to Mongolia and South Korea, as well as organising immersive learning experiences in Australia and Papua New Guinea.

Prior to joining Asialink Education, Emeline worked with the United Nations Association of Australia (Victorian Division), where she promoted the UN's work at the local level.

Emeline's international experience includes a six-month Chinese language learning scholarship in Chengdu, China. She is an alumna of the prestigious Asialink Leaders Program and holds a Master of International Relations with Honours from La Trobe University.

With her extensive background in cross-cultural education and international partnerships, Emeline continues to foster meaningful connections and educational opportunities across the Asia-Pacific region.