From moderating a panel of natural resources and conservation professionals to sharing projects with their legislators, students took the lead at the 2025 Environmental & Sustainability Literacy Student Summit. PEI and the Office of the Superintendent of Public Instruction (OSPI) co-hosted the annual event.
Twenty-one student groups ranging in age from 3rd grade through 12th convened at Lacey Community Center on January 28 to explain their projects and research with leaders in natural resources, conservation and education. Those projects included the environmental and health impacts of vaping, restoring wetlands at a superfund site, how the four-day workweek impacts climate change and the effects of climate adaptation strategies on shellfish populations.
A team from Heritage High School shared their research on the four-day workweek. They found that the practice aligns with a Tulalip Tribe core value which translates to English as ‘We will arrive at a time when
each and every person has become most capable.’
“Taking that time to rest and making sure you’re a capable community means that you can live a sustainable life,” explained Heritage student and Tulalip tribal member Raylea Freiburg at the 2025 Environmental & Sustainability Literacy Student Summit. “A sustainable life isn’t just that you can take care of nature, but that you can live longer.”
The shorter week also has potential ramifications for pollution. “The more I looked into it, I found that going to a four-day workweek has impacts on the environment,” Freiberg said, “on mitigating greenhouse gases, mitigating traffic congestion and making sure that we’re connected to our [tribal] sovereignty.”
Another team from Wenatchee’s Beaver Valley Elementary School shared their wildlife camera project, along with a video of the different animals the camera captured throughout the year. “One of our favorite things about the camera capture is that is gets us out into the wilderness,” one student shared. “We get to explore. It’s a big privilege to go out, look at cameras, see animals and learn what they eat and what to do to keep them safe.”
“Watching my students have the chance to interact with industry professionals and share their work was awesome,” said one team leader/teacher. “Those opportunities are always so valuable.”
“[My students] really liked seeing where the state government is housed and learning more about how citizens can affect change.They also appreciated being able to talk to our representative about what is important to them.”
— Lead Teacher, Student Summit Team
This is Indian Country president Micah McCarty gave the keynote address, connecting the students’ efforts with those of Washington’s Indigenous people throughout history. Student teams took turns sharing their presentations and giving and receiving feedback, engaged in hands-on outdoor activities, and heard from four selected teams representing diverse geographic regions and age levels.
Students from Bainbridge Island Metro Parks and Recreation shared their experience as the first neurodivergent Student Conservation Corps. “We got to work as peer mentors, so that helped a lot with our leadership skills,” said one team member. “It’s a good introduction into how to work with a bigger group and how to improve my listening skills.”
That evening, student ambassadors Sam Simms of Pioneer Middle School and Yliana Romero of Heritage High School fielded questions for a panel of natural resources and conservation professionals, including McCarty, Margen Carlson, Conservation Director, Washington State Department of Fish & Wildlife; Marianne Tompkins, Commissioner, Thurston Conservation District; and Pete Seifert, Air Quality Diesel Reduction Unit Supervisor, Washington Department of Ecology.
The following day, every student team met with one or more legislators from their district to share their projects and ask questions. Participating legislators included Senators June Robinson, Drew MacEwen, Drew Hansen, Keith Goehner and Leonard Christian and Representatives Julio Cortes, Lauren Davis, Travis Couture, Beth Doglio, Andrew Engell, Jenny Graham, Rob Chase, Davina Duerr, Shelly Kloba and Mike Steele.
“[My students] really liked seeing where the state government is housed and learning more about how citizens can affect change,” reported one teacher. “They also appreciated being able to talk to our representative about what is important to them.”