Eco Ambassador Program @ Center for Sustainable Development (CSD)

Press Release for Report” Fostering Youth-led Innovations to Accelerate Progress on the United Nations Sustainable Development Goals”.

In preparation for COP28, more than 15 universities in Mexico, the United States, and Canada have combined forces to find innovative ways to Foster Youth-Led Innovation for the SDGs.
The Sustainable Development Solutions Network and the Center for Sustainable Development, Climate School, Columbia University lead this group. The group held workshops and six webinars from June to October, covering topics such as sustainability curriculum design, scaling and commercializing sustainable ventures, climate communications, and much more. Professor Wen-wen Tung of Purdue University states the importance of holistic learning referred to by the numerous webinars, ‘Today’s youth are crucial in creating a sustainable future, one that integrates innovations in the physical, digital, and holistic human realms. Institutions across all sectors must recognize youth as key assets and partners.”

At COP28, the consortium of universities led by the Center for Sustainable Development, Columbia University and University of Waterloo Canada will be releasing their report “Fostering Youth-led Innovations to Accelerate Progress on the United Nations Sustainable Development Goals”. The report features many young voices to hear from them on their needs on Eco innovations. The report has been endorsed by former Secretary General Ban Ki Moon who has stated that youth should be prepared to “…address the most pressing global challenges, education must equip all learners with the values, skills, and knowledge that nurture cooperation, resilience, respect for diversity, gender justice, and human rights.” H.E. Ban Ki-moon is also the Chair of Mission 4.7 along with Additional Secretary General UNESCO Stefania Giannini and Professor Jeffrey Sachs of Columbia University. Dr. Sumie Song of The GREEN Program and content director of the report notes, “every student, regardless of academic major, has the right to learn about sustainability and climate action. It is vitally important that young people in communities that have suffered the most harm from climate change are equipped and empowered to lead the transformation to a sustainable future”.

The consortium of universities is all set to launch their report at the RewirEd Summit “Connecting the dots: Youth-led Initiatives in Rewiring Education for Climate Action” on December 8th. The panelists including young environmental leaders such as Vidya Bindal and Eshaan Jain from New Jersey will be showcasing their grassroots actions and reflecting on the report. The panel also includes Dr. Wen-Wen Tung, Associate Professor and Director of Geodata Science for Professionals MS Program, Purdue University who is one of the co-authors of the report and The Rev. Canon Dr. Betsee Parker, Baroness of Locheil who is a supporter of Mission 4.7. Professor Matthew Witenstein from University of Dayton states that “COP28 will be a great venue to showcase young voices through our policy document”.

According to Professor Wendy Purcell of Rutgers University, “Youth are leaders now and for tomorrow and we must transform education to enable them to make their fullest contribution to the innovation necessary to deliver global betterment for all – this report highlights actionable steps for policy makers to make this happen.” Professor Purcell brings in her health and climate perspective giving it a holistic perspective. Dr. Radhika Iyengar who has spearheaded this report informs that the release of this report is timely at COP28 as it aims to foster youth leadership, innovation, and entrepreneurial capabilities through transformative approaches to sustainability education and training. The objective of the round table discussion is to galvanize more universities in the Global North–in particular from the United States, Mexico and Canada–to join this movement on teaching about the SDGs through an empowering and innovative lens. Nicholas Palaschuk of University of Waterloo and the initiator of the report writing process says that, “with the 2030 deadline right around the corner, broadening mentorship opportunities for young people to gain practical know-how is critical so they develop the confidence needed to drive sustainable solutions at scale. When youth are given the chance to apply their ideas, learn by doing, and receive proper guidance, they start to bridge their values with bold actions that create real impact.”

Beyond COP298, the consortium of universities will have an open invitation for University leaders to join workshops and webinars on Beyond Green Jobs

Read the full report here https://www.academia.edu/110132163/Fostering_Youth_led_Innovations_to_Accelerate_Progress_on_the_United_Nations_Sustainable_Development_Goals_A_Guide_for_Policy_makers

Download the paper using the follow QR Code:

By Vidya Bindal

As an Eco Ambassador how have you been helpful to push for Sustainability in your township?

Speech:
Hello, namaste everyone, my name is Vidya Bindal and I am a tenth grader at Millburn High School, in New Jersey, United States. I am, and have been, an Eco Ambassador and an imperfect climate activist since 2019, with Columbia University’s Earth Institute. I would like to keep my thanks for this opportunity short, as there truly is a lot that needs to be discussed today, however there are some names that I must mention, for these are people who have continued to personally inspire me: Dr. Sachs, and Dr. Iyengar.

Growing up, we were always a frugal and an environmentally-aware family, but my active climate journey began during my trip to India 4 years ago, with SDG 12, responsible consumption and production. I noticed India’s elimination of plastic straws in various restaurants and decided to come back to my town, Millburn, to see how a similar initiative could be implemented in our local schools. After compiling a presentation on how India, and a rare few schools in the U.S. were doing it, I presented a reusable cutlery research to both the principal of my elementary school and the superintendent of Millburn schools. The elementary school then activated a plastic cutlery ban because the Principal was already inclined to do that, but the same could not be done for all schools. In fact the school even issued reusable cutlery to students, complete with a cutlery bag! I had submitted my presentation and goals, to the call for the first ever Eco-Ambassador program that year-2019, and my project was selected. I was invited to present in Columbia University’s Earth Institute, during Climate Week, to an insightful audience, including Dr. Sachs.

I, along with many others in my community, then made presentations in the town hall to support a town wide ban on single use plastic bags, SDG 11. I organized a movie night in the local library to watch sustainability documentaries followed by a discussion session, SDG 13. I created a survey to understand our town’s willingness for townwide food waste composting SDG 11. Over the years, I have actively participated in organizing and executing projects, such as monitoring microplastics in our town’s Rahway River SDG 14, cleanup drives and plogging hikes, SDG 15, fast fashion awareness SDG 5, have written and presented across multiple blogs and forums, and am currently assisting in writing a toolkit for global citizenship education alongside the Bank-Ki Moon Foundation, SDG 13, and finally, native plant information including distribution of native plant saplings, and creation of native plant gardens on public spaces, SDG 15. I mention these sustainable development goals because that’s what they’re good for! I admire this framework for being an international guideline where there is something for everyone, to take action on anything they believe in, to empower those who want to make change.

But that alone isn’t enough. The white paper I collaborated on, emphasized the necessity of youth programs such as Eco Ambassadors. I have grown up wearing the badge of a climate activist with pride, benefitting from the guidance and resources afforded to me through this program, and I know that others can too. I participated in several eco-conversations and education summits organized by it, virtually during the pandemic, and in-person thereafter.
This past summer in particular, twice I was able to interact with a large international contingent of youth and policymaking groups, exchanging ideas and brainstorming. I have been empowered with thought, and voice to enable action, in not just myself, but hopefully, others.

For the first time, we see education receiving a seat at this international table. It gives me some hope, but there are a few things that need to be pointed out.
My take on youth is: One, Yes, there are youth out there who are not eco-aware, and the fault lies with the adult world that has simply not normalized environmentalism, at all really. Not in school curriculums, nor in social settings. Dr. Iyengar and Dr. Xe’s book “Climate Change Education” mentioned the KAB approach: Knowledge, Attitude, and Behavior, that though one may have the knowledge, the attitude and behavior are not directly related to it. But that just emphasizes that we have to incorporate climate education into everything, to learn how to be global citizens, and to find a solution to this system’s problem with a system’s solution.

Two: The following guidance and resources that you then provide, need to fit every child. Youth want to help. we’re not immune to the climate crisis, in fact we have to carry that burden forever. Kids have all sorts of interests, which form different passions. I myself play soccer, compete in track and field, do Indian classical dance, AND am an eco-ambassador, among my academics. Those are the things that have encouraged me to follow climate activism for gender equality, biodiversity, and research in environmental science. I am convinced that youth environmental leaders come in different types, with different hobbies, and THAT’S who the guidance should be aimed at. Those are our experiences that form our unique perspectives, and why wouldn’t you help us help ourselves for the problem you caused?? This white paper mentioned case studies such as The Green Program, UNESCO’s Operational Strategy on Youth, UNICEF’S generation Unlimited, but we need more, and we need it now.

And let me re-emphasize again, an IMPERFECT environmentally active youth is a large step to the end goal. Because that means living sustainably, within your means, but still living. It’s a life with your chosen amount of sacrifices, if that’s really what you want to call it, away from material, unsustainable, habits or purchases as are happening right now. But that means that you are living…. Sustainably. And that needs to become the new norm, through green skills, and green education. In a world where temperatures are rising, natural disasters are worsening, and human lives are lost,
You aren’t just shortening our futures, but ending our childhoods. We’re young! We have the courage, we have the visions, our sense of life, that’s what makes us kids! But that’s also exactly what you’re taking away from us by just sitting idly and not providing us with the tools to combat this climate crisis. Give us guidance, resources, education, just give us something. Thank you.

By Eshaan Jain

Hello Everyone! My name is Eshaan Jain. I am an 11th grader at the Pingry School in New Jersey, USA. Firstly I want to thank the RewirEd Summit, the Center for Sustainable Development, and particularly Dr. Radhika Iyenagar for the opportunity to participate in this panel. I would also like to thank all the authors of the eco-innovations report for providing a comprehensive roadmap for policymakers to promote youth engagement and innovations. Drawing from my own personal experiences as a youth volunteer focused on various environmental initiatives, I would like to note key recommendations from this report that I found to be the most compelling.

First and foremost, I couldn’t agree more with the recommendation that policymakers should enhance education about sustainability by integrating topics such as global citizenship and SDGs as mandatory within school curricula. If concepts like sustainability and climate change are not taught to students around the world as part of their core curricula right from an early age, then we are at risk of raising future generations who will continue to believe in the false paradigm of infinite economic growth achieved by endless production and consumption of material things as the only measure of success.

In my own case, a 5th grade classroom activity was a key learning moment. In this activity, a School Green Team Facilitator divided our classroom into two groups and gave a pack of chips to one group and asked them to eat it while the other group longingly looked on. Then the Facilitator asked the first group to throw their empty chip packets on the desks of the other group. So one group got to eat chips and the other had to deal with the waste! We further learned in that classroom session that this scenario played out in reality in our town of Millburn, one of the wealthiest in the state. Millburn has a very large waste footprint but our waste gets burnt in an incinerator located in the underprivileged town of Newark. For a group of 5th graders, this simple classroom activity was a very powerful illustration of the concept of environmental justice as well as an eye-opener about the problem of waste management.

My first introduction to the issue of plastic pollution also happened in 5th grade while participating in an Earth Day Poster competition. I learned that if we stayed on our current path of unchecked plastic production, by 2050 there will be more plastic in the oceans than fish. When I heard that an ordinance to ban single-use plastics in our township was being debated, I knew I wanted to help, but honestly had no idea where to start. However, encouraged by my first mentor in the environmental space, my Mom, I, along with my brother, set up a table at our local library for 3 days during our winter break. We brought several educational materials with us including a monster-like figure created out of plastic bags and asked the local community passing by to take a pledge to give up single-use plastics in their homes as well as support the plastic ban ordinance in our township. Millburn did end up passing the ordinance.

Since these early exposures, concepts of sustainability, equity, and justice have become important lenses through which I see the world. These early experiences also taught me that education is the first step to solving any societal problem, and lastly, as young as I was, I had the power to make a change and inspire others. I have since then worked on several community projects as an Eco Ambassador. First I have become intimately involved with supporting ecosystems through promoting Native Plants in our local community – SDG 13(Climate Action), SDG 15(Life on Land). As part of this effort, this summer I worked on drafting a Native Plant Ordinance for our township’s Environmental Commission for adoption. I have also participated in several local native plant sales and swaps as well as volunteered in native plantation efforts in community gardens.

More recently, with a firm belief in the importance of engaging with policymakers and government, I along with four other students in my town hosted a discussion with the candidates running for the Township Committee elections this Fall. Our discussions focused on understanding the candidate’s commitment and focus on driving sustainability and climate resiliency-related policy changes in our town. Now that elections are over, we intend to work with the elected candidates to implement policies like banning gas-powered blowers or expanding food scrap recycling in our town.

Furthermore, determined to spread awareness at a larger scale about SDG 14 (Life below water), last year I co-founded a student organization, AllForOceans, with a friend to engage students by connecting their love for marine life and aquatic sports with a platform to become stewards of our oceans. We have now expanded to 15 high schools in 3 countries. Looking ahead, we hope to create a global community of young ocean enthusiasts who will all work towards achieving five out of ten targets set by SDG 14: Reduce marine pollution; protect and restore ecosystems; reduce ocean acidification; sustainable fishing; and conserve coastal and marine areas.

As I look back on all the initiatives I have worked on since 5th grade, I realize how important mentorship and access to resources have been to enable me. Honestly, I doubt I would ever be as deeply involved in environmental issues as I am now, much less get to speak here at the RewirEd Summit if I was not guided by mentors like my Mom or Dr. Radhika Iyengar along the way. I was fortunate to have great mentors who filled the gap in sustainability education at school. However, for most other students the issue is glanced over in school and probably not talked about at home. No surprise that one of the key findings of this report is that Youth engagement in SDG innovation is an untapped opportunity across North America, and frankly all across the globe.

Therefore, I wholeheartedly agree with the recommendation that Policymakers should promote mentorship initiatives that connect young innovators with experienced advisors and professionals as well as provide access to innovation hubs, incubators, and accelerators to young people. To this end, I, and a few other students, are working with the Ban-Ki Moon Foundation and the Center for Sustainable Development to create a toolkit of resources and training to teach other students how to become global citizens, and what that really entails. I hope this toolkit, which will be released sometime late next spring, will help students around the world start their own innovations in the SDG space.

In closing, I would like to quote one of my favorite presidents, Franklin D. Roosevelt, who once said, “We cannot always build the future for our youth, but we can build our youth for the future.” This quote couldn’t be more apt today given the existential crisis my generation is facing with climate change. I hope that the adults negotiating our future at this conference realize that while they have not fulfilled their obligation of being good stewards of our planet, at the very least they owe it to our generation to equip us with the knowledge and tools to deal with the challenges staring us in the face.

By Jason Jun
Grade 8, Charles Dewolf Middle School

What are Zero-Waste Dishes?

What is Food Waste?
Food waste is a pressing global issue that has collected attention and consensus from prominent organizations, such as the Environment Protection Agency (EPA), United Nations, and ReFED. It can be defined as any uneaten food and inedible parts (e.g., peels, pits, bones) going to one of the following eight destinations: composting, anaerobic digestion, landfill, combustion, sewer, dumping, spreading onto land, or left unharvested. Food waste has been one of the most significant environmental problems and challenges in the world since the late 1800s and early 1900s. Today, food waste affects all three realms of sustainability: environmental, economic and social. It is an issue that everyone around the globe and it contributes significantly to the global problem of climate change. Approximately one-third of food produced in the world is wasted, which is equivalent to about 1.3 billion tons of fruits, vegetables, meat, dairy, seafood, and grains. The food that never leaves the farm, gets lost or spoiled during distribution, or is thrown away in hotels, grocery stores, restaurants, schools, and home kitchens could be a lifeline to those in need. This food has the potential to alleviate the hunger of undernourished populations across the globe. Beyond social aspect, the scale of food waste also has a heavy impact on our environment. The consequences include habitat destruction, decreased biodiversity and overuse of land and water resources. When food waste ends up in landfills, it decomposes and releases harmful greenhouse gases like methane, contributing to climate change. To protect our environment from climate emergencies, it is imperative that we collectively address the challenge of food waste.

GHG Emissions from Food Waste

Credit: Roman Mykhalchuk/Getty Images

https://www.unsustainabilityreport.com/dk-eng/

The global food system, spanning from production through to its ultimate consumption, is responsible for approximately one-third of the world’s total annual greenhouse gas (GHG) emissions. These greenhouse gasses, such as carbon dioxide and methane, act as insulating blankets in the Earth’s atmosphere, trapping heat and exacerbating global warming and climate change. While there are key factors leading to GHG emissions, food waste stands as one of the most substantial and often overlooked contributors to this environmental crisis. The relationship between food waste and greenhouse gas emissions is more complex than initially apparent. When we waste food, we are not only wasting the food itself but also the resources used in its cultivation, transportation, and packaging. This wastefulness extends to land, water, energy and more. One of the most alarming consequences of food waste is the production of methane, a greenhouse gas even more potent than carbon dioxide in its heat-trapping abilities. When food waste ends up in landfills and begins to decompose, it releases methane into the atmosphere. In total, around 26% of global GHG emission comes from the entire process of food production including farming, transportation, and packaging. In contrast, an additional 6% of these emissions result directly from food losses and waste. It becomes evident that food waste is a considerable contributor to the climate crisis.

Tips to Reduce Food Waste at Home

Around the world, food waste is a serious problem. Among the many locations where this problem occurs, the household kitchen emerges as a significant contributor, accounting for a substantial 50% of the overall food waste. Here is there are many places that produce food waste. Here are some practical tips to help reduce food waste at home.

https://www.eufic.org/en/food-safety/art
1. Keep track of the food
2. Know the dates for the food
3. Don’t over purchase
4. Organize
5. Make use of every food
6. Composting
7. Regularly Check Your Pantry
8. Sharing with neighbors

Sustainable Recipes
1. Banana Peel Bacon

2. Candied Orange Peel

https://www.brighteyedbaker.com/diy-candied-orange-peel/

3. Super Crispy Potato Peel

https://www.marcellinaincucina.com/parmesan-crisps-2/

4. Fruits Leather

https://thebigmansworld.com/fruit-leather-recipe/

5. Veggies Broth Base

Easy 1-Pot Vegetable Broth

Jason Jun
Jason is an 8th grader at Charles Dewolf Middle School. He’s passionate about gardening and cooking, takes his soccer seriously, and always checks the air condition and weather forecast before games. He believes in consuming healthy food to maintain good health. He loves reading articles and watching YouTube videos about nutritious food. His environmental journey began when he realized a significant portion of greenhouse gas (GHG)emissions comes from the livestock industry. This led him to research the connection between food waste and emissions. In 2022, he participated in the StemFest Environmental Challenge, conducting research and presenting on GHG emissions. In 2023, he joined the US Summit for Transformative Education. As Student Council President at his school, Jason and his friends participated in the Walk to School Week in October 2023, gaining firsthand experience of air pollution caused by cars. He also took part in a 2023 photo contest sponsored by OTEC (Old Tappan Environmental Commission). This experience made him appreciate the beautiful natural environment in our neighborhood and understand the importance of protecting it. He plans to actively engage in activities aimed at reducing GHG emissions as an Eco Ambassador in the future.

By Jason Jun
Grade 8, Charles Dewolf Middle School

A general view shows commercial buildings shrouded in haze on a heavily polluted day in Seoul on March 25, 2022. Credit: Anthony Wallace/AFP via Getty Images

As an elementary student growing up in South Korea, I faced a curious dilemma that revolved around an unfamiliar accessory- a face mask. I didn’t understand why I had to wear a mask every time I walked outside. There was no widespread virus going on, I was generally healthy, and I was pretty proud of my face. So why was it necessary? I found out answers from the adults around me- my parents and teachers- but their responses were consistent: masks were worn because of air pollution. At first, I had no interest at all; I just didn’t want to wear a mask, and it became an unwelcome part of daily routine.

As time went on, things started to change. The signs of growing issue became increasingly apparent. I realized that my clear vision of the world outside had started to blur. I kept itching my eyes, I wasn’t able to see the clear blue skies I had so often taken for granted. Notably, whenever I didn’t wear a mask, I coughed a lot. I was also devastated by soccer game cancellation. Imagine eagerly preparing for a soccer practice or game, only to be met with the disappointing news of its cancellation due to worsening air quality. Every time I laced up my cleats and stepped onto the field, my heart raced with anticipation. As a soccer player, these unwelcome cancellations have become a constant source of disappointment. One particularly memorable incident occurred during my third-grader year in South Korea. That day had begun with a heavy morning haze, but as the school day progressed, I saw a sky painted an unusual shade of yellow. I was shocked. I had never seen anything like it before in my life. This experience would become a turning point in my journey of understanding.

I saw the main difference in the air and the environment when I arrived in the United States in 2019. Stepping off the plane, I quickly realized that I no longer needed to wear a mask. The sky was pure and clear, my eyes were no longer itchy, and I didn’t cough a lot outside. This made me realize how poor the air quality is in Korea. As I continued to grow, my interest in air pollution deepened, and I developed a strong desire to make a difference. I always tried to do easy but impactful tasks, such as conserving energy and planting trees, and advocating for alternative transportation, like walking or biking instead of relying on cars.

Air pollution, I realized, is an issue that we have to fix as fast as we can. Exposure to pollution is going to have a significant threat on everyone’s health. For example, if you breathe too much pollutants, it can cause severe lung diseases, and in extreme cases, even cancer and premature death. If we want to reduce air pollution, the first step is understanding what causes it. The answer to that is mainly transportation emissions, excessive energy consumption, and various other sources. To address this issue, there are practical steps we can take. you can try planting plants outside, using fewer cars and relying more public transportation or walking, turning off engines, and adopting eco-friendly practices; these are all part of the solution. Although air pollution is undoubtedly harmful and offers no benefits, it is pretty easy and simple to reduce it. Even small, daily actions can collectively make a significant difference in our efforts to create a cleaner, healthier world for all.

Jason Jun
Jason is an 8th grader at Charles Dewolf Middle School. He’s passionate about gardening and cooking, takes his soccer seriously, and always checks the air condition and weather forecast before games. He believes in consuming healthy food to maintain good health. He loves reading articles and watching YouTube videos about nutritious food. His environmental journey began when he realized a significant portion of greenhouse gas (GHG)emissions comes from the livestock industry. This led him to research the connection between food waste and emissions. In 2022, he participated in the StemFest Environmental Challenge, conducting research and presenting on GHG emissions. In 2023, he joined the US Summit for Transformative Education. As Student Council President at his school, Jason and his friends participated in the Walk to School Week in October 2023, gaining firsthand experience of air pollution caused by cars. He also took part in a 2023 photo contest sponsored by OTEC (Old Tappan Environmental Commission). This experience made him appreciate the beautiful natural environment in our neighborhood and understand the importance of protecting it. He plans to actively engage in activities aimed at reducing GHG emissions as an Eco Ambassador in the future.

Columbia University’s Eco Ambassadors met with Secretary General Ban Ki-moon at their New York office. The meeting was organized by Ban Ki-moon Foundation. Secretary General Ban initiated the Sustainable Development Goals that are now Global Goals that hundreds of nations are gearing towards. Center for Sustainable Development (CSD) of Columbia University asked the Eco Ambassadors who are champions in spearheading the Sustainable Development Goals in their neighborhoods on their favorite SDGs and why.
Here are some responses from the SDG Champions.

Eunice Lee, 9th grade, Loomis Chaffee School

Having worked in the field of education in developing contexts, SDG Goal 4 holds paramount importance for me. During my English tutoring experience with undocumented immigrants in Malaysia, I gained profound insights into the state of education in this region. While I had always been aware that educational disparities existed, the depth of this issue became strikingly evident to me. I consider myself fortunate to have had the privilege of attending private schools and accessing higher education. Unfortunately, countless children in both developing and developed nations are deprived of similar opportunities. The narratives I encountered, featuring young children with limited access to elementary education due to work obligations or challenging family circumstances, serve as testimonies to our collective failure as a society in protecting their best interests.

Aryaan Jain, High School, Millburn New Jersey
UN Sustainable Development Goal 15: Life on Land is about protecting, restoring, and promoting sustainable land use and ecosystem preservation. That means sustainable forest management, as well as fighting desertification, and stopping and reversing land degradation and biodiversity loss.Ever since I can remember, one of my favorite hobbies has been to spend time in my backyard, getting my hands dirty and discovering the complex flora and fauna that resided there. In 4th grade,I was obsessed with growing vegetables and herbs, allowing me to witness the miracle of land plants. The following year, I experimented with composting, learning more about how nutrients are returned to the soil. In 7th grade, I participated in a few STEM contests with a friend, designing a smart composter. I eventually discovered the critical role of pollinators in maintaining our agricultural output, so I decided to create a Monarch Waystation and a pollinator rain garden in my yard. It was a magical experience to witness the transformation of chrysalises into monarch butterflies. I also learnt the many other benefits of native plants, including carbon sequestration, water retention, soil health. SDG Number 15, “Life on Land,” is my favorite Sustainable Development Goal as it recognizes the importance of terrestrial ecosystems in the health and preservation of our species. The earth, and the life that lives on it, provide us with clean air, fresh water, food, medicine, and other vital resources. Preserving biodiversity, fighting deforestation, slowing desertification, and promoting sustainable land management practices are some of the most important actions that we, as a civilization, can take to preserve our beautiful world.

By Eshaan Jain, The Pingry School, New Jersey
Like many other children growing up in New Jersey, one of my fondest early childhood memories is our visits to various Jersey shore beaches in summers. I loved playing in the sand, getting in the water and letting the waves wash me ashore, and spot some crabs, jellyfish, sea shells and other marine life. Most of my early childhood and favorite vacation memories are related to marine life like whale watching in Boston or seeing the turtles and sea lions in San Diego. So in 5th grade while participating in an Earth Day Poster competition organized by our Town’s Green Team, I researched plastic waste in Oceans and was shocked to see pictures of dead whales with hundred pound plastic in their stomach or turtles tangled up in fish nets. I was also startled to learn the extent of plastic pollution and that if we continued on this trajectory, by 2050 there will be more plastic in oceans than fish. Encouraged by my family, I, along with my fellow Eco-Ambassador and younger brother Aaryan Jain, set up an educational table in our local library for 3 days and inspired everyone walking through the library to take a pledge to reduce single-use plastic in their daily lives as well as gathered support to pass a local ordinance to ban plastic straws and bags in our town. Aaryan and I showed up at various town events with our bag monster and rallied support. We, along with other student volunteers, showed up at our Township Committee meeting to voice the community’s support for passing an ordinance to ban plastic bags, straws, and polystyrene containers and the ordinance passed in 2020. As I grew older and learned more about the other issues besides plastic pollution destroying the marine ecosystems, I really felt helpless at times but then thinking about the impact I was able to make when I joined hands with other Eco-Ambassadors to pass the plastic ordinance in our town, I committed to myself that I will continue to create awareness and inspire positive action in whatever way I can. Therefore, last year I co-founded a student organization, AllForOceans, with my friend with the goal of engaging the student community by connecting their love for marine life and aquatic sports with a platform to become stewards of ocean’s health. Over the last year, 5 of our members have participated in Scuba Diving trips and received varying levels of the PADI Scuba Diving certifications. While on these trips, students filmed some amazing marine life, but also some unfortunate sights in the form of plastic pollution and trash. By chronicling first-hand experiences of student divers of plastic pollution in the oceans, we hope to create awareness through our social media initiatives. We have also participated in a few different cleanup drives and plan to host many more in the coming school year. This past year, we started to expand into other schools with chapters in New Jersey, Massachusetts, and Singapore. At the moment we have around 30+ members in seven different school chapters. Looking ahead, I hope that using the framework of SDG 14, I can expand AllforOceans to more schools in different countries, and create a global community of young ocean enthusiasts who will all work towards achieving five out of the ten targets set by SDG 14: Reduce marine pollution; protect and restore ecosystems; reduce ocean acidification; sustainable fishing; and conserve coastal and marine areas.

By Eshan Akula, High School, Millburn, New Jersey
My favorite SDG — My favorite SDG is #7 renewable energy. While simple, establishing renewable energy across the world is an important stepping stone towards achieving sustainability. It is vital to enhance renewable energy sources for wider adoption. As of 2022, 81% of the global usage is from non-renewable energy sources. It is startling that despite several government incentives to promote renewable energy, global adoption is less than 30%. However, I believe we are on the right track towards our goal. It is encouraging to see the level of analysis and the new research on renewable energy sources. I conducted a study of sustainable energy sources and from what I learned I believe an exciting future lies ahead. I firmly believe renewable energy adoption is a necessary step towards establishing a sustainable future and I am hopeful for what the future holds.

Prishaa Shrimali, Marymount High School of New York
It is estimated that 2/3 of the world’s population will live in cities by 2030. SDG 11, Sustainable Cities and Communities, stands out as my favorite among the Sustainable Development Goals because this goal seeks to address this issue of a rapidly increasing urban population, which has the potential to be extremely unsustainable. To prevent potential disastrous consequences, SDG 11 sets forth 10 specific targets (such as ensuring access to safe and affordable housing, improving urban transport systems, and enhancing public spaces) to hit and 16 indicator to to serve as metrics to analyze progress. What truly makes SDG 11 remarkable to me is how it exemplifies the intricate interdependence of the social, economic, and environmental pillars. Copenhagen, Denmark, stands out as a prime example of a sustainable city, showcasing innovations like extensive cycling infrastructure and renewable energy adoption to achieve its targets.

Once again, thank you so much for this opportunity. Secretary General Ban Ki Moon was instrumental in advancing SDG 11 through his tireless advocacy for sustainable urban development, and if I were fortunate enough to meet him, I would inquire about the strategies he deems most effective in promoting sustainable cities on a global scale and the role the UN should play in that (aside from providing guidance towards achieving the SDGs).

Shrey Aggarwal, High school, Millburn, New Jersey
My favorite Sustainable Development Goal (SDG) is Quality Education, and it has a very special place in my heart. It’s not only a goal; it embodies my passion, my mission, and a cause that I deeply am passionate about. I feel extremely fortunate to be a student in a developed country with easy access to quality, cost-free education. However, I am aware that not everyone enjoys this privilege. Many children and teenagers around the world do not have the same opportunities I do, and it is this which drives my passion and commitment to this SDG. When individuals have access to high-quality education, they become masters of their own destinies. They learn the information and skills needed to make informed decisions, and lead good community improvements. It is more than just a tool for personal development; it is a pillar of society advancement. Furthermore, access to quality education fosters critical thinking and problem-solving abilities, which are important in solving pressing world issues, such as Climate Change. It empowers them to stand as active global citizens, and to advocate for a better world. The thing that makes this SDG so unique is that it is the fundamental building block upon which all other SDGs fall on. Without access to quality education, individuals don’t have the opportunities and knowledge to learn about and combat the other SDGs. Children are the future, so it is important that everyone has access to a good quality education in order to make this world a better place in the future. I truly believe that education breaks down barriers, and allows for individuals to lead change. Finally, I do believe that all SDGs are of equal importance and each one needs to be addressed, however, quality education is the one that is truly my favourite. I believe that it is not only a goal, but a commitment to making sure that every child, regardless of age, ethnicity, culture, sexual orientation, or background, has equal opportunity to education, so that we can together lead the way to a better, brighter future.”

By Asad Syed, Fairfield Ludlowe High School in Fairfield CT
There are numerous SDG’s which I am passionate about, nevertheless the one I value the most is #13, Climate Action. This SDG is my favorite as it is (in my opinion) the most urgent. With every passing year, disasters related to climate change are becoming more and more frequent and are growing in scale. Wildfires, droughts, flooding and hurricanes are not only disasters which bring about massive amounts of destruction and losses of life, but are also impacted by the effects of Climate Change. If we want to prevent future destruction and loss of life, we need to prioritize Climate Action more. Not to mention, Climate Action also involves many other SDG’s, such as Sustainable Cities and Communities (#11), Responsible Consumption and Production (#12), Affordable and Clean Energy (#7), Industry, Innovation and Infrastructure (#9), Life Below Water (#14) and Life On Land (#15). Therefore, Climate Action is in my opinion the most important SDG and the one I am most interested in.

Photo Credit: All pictures ©Scott Heins/Ban Ki-moon Foundation