Ray describes measuring her success as an educator by her students’ ability to “see more problems in the world.” She had assumed, as most environmental messaging does, that giving her students information about the problems of the world and a critical academic lens through which to analyze them would lead to action. But without the emotional resilience to withstand and metabolize what they had learned about climate change and the state of the world, the students were too traumatized to imagine anything other than a continuation of the story of great unraveling.
