| A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | V | W | X | Y | |
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1 | Program / Organization | Region | Location | US State / Territory | Primary Community Served | Age / Youth Stage | Primary Typology | Secondary Typology | Environmental Focus | Core Activities / Methods | Cultural Grounding / Place Context | Youth Role | Compensation / Access Model | Timing / Seasonality | Funding / Partnerships Noted | Mission / Vision Keywords | How Demographics Shape Program | How Geography Shapes Program | How Its Rooted in History / Place | Difference from Traditional Environmental Classroom | Unique Offering / Why It Matters | Source URL | Notes / Questions for Follow-Up | ||
2 | Soul Fire Farm | Northeast & Mid-Atlantic | Petersburgh, NY | New York | Black, Brown, Indigenous youth and intergenerational groups | Youth + intergenerational | Land + Food Sovereignty | Outdoor Belonging + Healing | Food justice, land justice, farming, food-system power | One-day educational workshops, farming education, food justice history, land-based learning | Afro-Indigenous centered; land as belonging, power, food-system healing | Learner, participant, future steward | Mostly workshop/community access; compensation not specified | Limited one-day workshops; broader farm programming | Reseaech ongoing | land; belonging; food-system power; dismantling oppressive structures | Centers youth from communities historically excluded from land and food-system power | Rural farm setting makes land itself the classroom | Frames land reconnection as repair from food-system injustice and land disconnection | Learning happens through soil, farm labor, food history, and community rather than abstract ecology lessons | Turns farming into political education about belonging and food-system justice | https://www.soulfirefarm.org/programs/youth-program/ | Could compare its mission language to other land/food programs | ||
3 | UPROSE | Northeast & Mid-Atlantic | Sunset Park, Brooklyn | New York | Youth of color in frontline urban immigrant/community contexts | High school youth; summer fellows | Urban EJ Organizing | Climate + Pollution Justice | Climate justice, Just Transition, policy, waterfront/industrial justice | Climate Justice Summer Fellows, youth summit, organizing, campaigns, leadership development | Rooted in Sunset Park frontline community power and Just Transition framework | Organizer, fellow, youth leader | Fellowship model; likely stipended/paid for fellows, confirm | Year-round organizing with summer fellowship components | Just Transition; frontline leadership; social; racial; economic; climate justice | Serves youth in a racially diverse frontline neighborhood affected by industrial and climate burdens | Urban waterfront/industrial geography shapes climate justice and anti-displacement focus | Grounded in local EJ history and community-led planning in Sunset Park | Youth learn by organizing around real policy and neighborhood campaigns, not only climate concepts | Shows youth as political actors and climate justice strategists | https://www.uprose.org/project/youth-leadership-and-empowerment/ | Compare mission language around justice, transition, leadership | |||
4 | THE POINT CDC | Northeast & Mid-Atlantic | Hunts Point, South Bronx | New York | South Bronx youth in frontline EJ community | High school youth; broader youth programming | Urban EJ Organizing | Arts + Culture + EJ | Environmental justice, community revitalization, pollution, local problem solving | Stipend-based Youth Organizing, arts, culture, public speaking, community campaigns | Rooted in Hunts Point history, arts, cultural organizing, and local EJ struggles | Stipended youth organizer, advocate, artist-organizer | Stipend-based youth organizing | Year-round and program-based; confirm exact schedule | youth development; cultural revitalization; environmental justice; community leadership | Serves youth in a historically disinvested, highly burdened urban community | South Bronx industrial/waste/freight geography shapes EJ campaigns | Rooted in Hunts Point community development and cultural/economic revitalization | Combines arts, lived neighborhood problems, and advocacy rather than textbook environmental science | Makes EJ tangible through arts, culture, and neighborhood change | https://www.thepoint.org/youth-organizing-2025 | Original doc had wrong official link; corrected here for follow-up | |||
5 | East New York Farms! | Northeast & Mid-Atlantic | East New York, Brooklyn | New York | Local teens and community members in East New York | Teens | Land + Food Sovereignty | Urban Agriculture + Community Food Justice | Urban farming, food justice, health, community development | Paid nine-month youth internship, farm work, market/community food work, leadership | Rooted in neighborhood food access, urban land, and community agriculture | Paid intern, grower, market/community participant | Paid nine-month internship | Nine-month youth internship | environment; health; community development; leadership; social justice | Targets youth in an urban community where food access and development are EJ concerns | Dense urban neighborhood makes farms and markets tools for local resilience | Rooted in urban food justice and neighborhood self-determination | Uses farms/markets as community classrooms rather than classroom-only science | Builds youth leadership through food, work, and community development | https://www.cypresshills.org/enyf | Need more on funding and historical roots | |||
6 | GreenRoots | Northeast & Mid-Atlantic | Chelsea and East Boston | Massachusetts | Frontline immigrant neighborhoods; youth ages 14–18 | High school youth ages 14–18 | Urban EJ Organizing | Climate + Pollution Justice | Climate, flooding, heat, public health, environmental justice | Environmental Chelsea Organizers; campaigns; youth crew; community power building | Resident-led frontline immigrant environmental justice context | Youth organizer, campaign participant, community advocate | Paid/work-hour model indicated: 10–15 hours school year, 20 hours summer/vacation | School year, summer, school vacation | collective action; unity; education; youth leadership; public health | Serves immigrant and working-class youth in frontline communities | Chelsea/East Boston flooding, heat, industrial and public health burdens shape focus | Rooted in local EJ campaigns and resident-led community power | Teaches through campaigns and community organizing rather than generic climate content | Shows youth as paid organizers building power around public health and climate | https://www.greenrootsej.org/our-work/youth-leadership | Excellent for compensation/youth role analysis | |||
7 | Norris Square Neighborhood Project | Northeast & Mid-Atlantic | Philadelphia | Pennsylvania | Puerto Rican/Latinx youth and neighborhood community | Youth leadership/program participants | Culture + Land-Based Community Learning | Urban Gardens + Arts + Heritage | Gardens, cultural heritage, food, art, neighborhood stewardship | Garden-based learning, art, cooking, cultural programming, youth leadership | Puerto Rican heritage, community gardens, cultural memory, neighborhood identity | Youth leader, learner, cultural steward | Year-round/community program structure; confirm | Puerto Rican heritage; gardens; art; cooking; neighborhood stewardship | Centers Latinx/Puerto Rican identity and local youth leadership | Urban garden spaces turn neighborhood land into cultural and environmental classroom | Rooted in Puerto Rican cultural history and garden stewardship in Norris Square | Culture, art, food, and gardens are the curriculum rather than add-ons | Strong local case for culture as environmental pedagogy | https://www.myneighborhoodproject.org/ | May be local anchor/case study | ||||
8 | Discovery Pathways | Northeast & Mid-Atlantic | South Philadelphia | Pennsylvania | Immigrant, refugee, underserved youth | High-need youth; exact ages not specified | Water + Watershed Stewardship | Outdoor Belonging + Leadership | Watershed science, kayaking, fishing, water testing, EJ | Kayaking, fishing, water testing, watershed science, public speaking, youth-led programs | Centers immigrant/refugee access to waterways and outdoor leadership | Participant, public program helper, emerging youth leader | Access-based; compensation not specified | Yearly small cohort; timing not fully specified | Community partners, school counselors, mental health agencies for referrals | water; leadership; access; high-need youth; environmental justice | Prioritizes youth facing barriers to outdoor spaces, leadership, academic support | Philadelphia river/watershed geography creates water access and science learning pathway | Rooted in immigrant/refugee community access and local watershed relationships | Uses waterways, boats, public speaking, and field science as classroom | Turns water access into belonging, leadership, and environmental confidence | https://discoverypathways.org/youth-environmental-leadership-programs/ | Strong for belonging/access analysis | ||
9 | ecoLatinos | Northeast & Mid-Atlantic | Prince George’s/Montgomery Counties and Chesapeake region | Maryland | Latino, Spanish-speaking, under-resourced communities | Latino youth leaders; workforce learners | Latinx Environmental Justice + Workforce | Field-Based Environmental Learning | Chesapeake Bay, green infrastructure, environmental/social change | Youth Environmental Program, field learning, green infrastructure training, workforce development, real-world projects | Language justice and Latino community empowerment in Chesapeake region | Learner, trainee, future green worker | Training/workforce model; compensation not specified | Year-round/projects vary | Partnerships implied; funding not specified | engagement; education; empowerment; Spanish-speaking; environmental justice | Language and Latino identity shape access and pedagogy | Chesapeake Bay region shapes water, green infrastructure, and watershed focus | Rooted in Latino environmental justice and regional watershed stewardship | Moves beyond English-dominant classroom instruction into bilingual field-based empowerment | Centers language access as environmental justice | https://ecolatinos.org/programs/ | Need funding source and age range | ||
10 | Black Outside | South & Gulf Coast | Central Texas | Texas | Black youth and families | Youth campers, boys/girls programs, families | Outdoor Belonging + Healing | Black Land Reclamation | Outdoor access, camping, land reconnection, healing | Camp Founder Girls, Brothers With the Land, family-centered outdoor programs | Black cultural history outdoors, healing, bravery, land reclamation | Camper, participant, emerging outdoor leader | Program access model; compensation not specified | Summer camps + family/community programming | bravery; healing; Black cultural history; outdoor reclamation | Responds to racial exclusion from outdoor/nature spaces | Texas outdoor landscapes become spaces for Black belonging and healing | Rooted in reclaiming outdoor histories and countering exclusion | Teaches through embodied outdoor experience and cultural memory, not nature facts alone | Reframes environmental education as Black joy, safety, and belonging outdoors | https://www.blackoutside.org/ | Good for belonging and healing theme | |||
11 | West Atlanta Watershed Alliance | South & Gulf Coast | West Atlanta | Georgia | Black communities and youth in West Atlanta | Youth club/camps; K through elder community | Watershed + Urban EJ | Community Stewardship + Wellness | Watershed justice, environmental stewardship, education, justice | Camps, youth clubs, wellness programming, stewardship, environmental education | Black watershed-justice context; beloved West Atlanta place attachment | Learner, steward, youth club participant | Program participation; compensation not specified | Camps, youth clubs, year-round programming likely | 3Es: environmental stewardship; environmental education; environmental justice | Serves youth/community in historically Black neighborhoods | Watershed geography shapes education around land, water, and community health | Rooted in West Atlanta environmental justice and beloved place protection | Uses local watershed as living classroom for justice, stewardship, wellness | Links watershed care with Black community advocacy | https://www.wawa-online.org/services-9 | Could deepen place/history notes | |||
12 | Greening Youth Foundation | South & Gulf Coast | Atlanta + national partnerships | Georgia / National | Underrepresented youth and young adults | Youth and young adults | Workforce + Leadership Pathways | Conservation Career Pipeline | Conservation careers, environmental education, public lands | Environmental education, internships, conservation career pathways, partnerships | Culturally based access to conservation careers for underrepresented communities | Intern, trainee, future conservation worker | Likely paid internships/career pathways; confirm | Program cycles vary | National partnerships; details to confirm | career pathways; underrepresented youth; conservation; access | Focuses on underrepresented youth/young adults excluded from conservation careers | National partnership geography links youth to public lands and conservation sites | Rooted in addressing exclusion from environmental/conservation workforce | Differs by making environmental education a career pipeline | Converts learning into professional access and representation | https://gyfoundation.org/ | Need specifics on funding/compensation | ||
13 | Deep South Center for Environmental Justice | South & Gulf Coast | New Orleans and Gulf South | Louisiana / Gulf South | Students and frontline Gulf Coast communities; HBCU networks | Students/youth/young adults | Climate + Pollution Justice | Student/Community EJ Pipeline | Cancer Alley, disaster resilience, climate justice, EJ | Internships, youth storytelling, student/community education, climate justice learning | Frontline Gulf Coast realities, HBCU/community EJ traditions | Student, intern, storyteller, community learner | Internships; compensation not specified | Programs and conferences vary | HBCU/community networks; details not specified | climate justice; frontline; Cancer Alley; resilience; student engagement | Serves students/community members in predominantly Black frontline Gulf Coast contexts | Gulf Coast petrochemical/disaster geography shapes EJ focus | Rooted in long Deep South EJ movement history and post-disaster resilience | Connects classroom knowledge to frontline pollution and community organizing | Bridges academic, community, and movement-based EJ learning | https://dscej.org/what-we-do/ | Important for literature/conferences/network angle | ||
14 | Dream of Wild Health | Midwest & Great Lakes | Twin Cities area | Minnesota | Native youth and families | Native youth; year-round youth leaders | Indigenous Food Sovereignty | Land + Cultural Revitalization | Native foods, gardening, nutrition, cooking, advocacy | Gardening, nutrition, language, cooking, leadership, year-round advocacy | Indigenous food sovereignty, language, traditional foods, cultural continuity | Learner, gardener, advocate, youth leader | Some leadership/stipend possibilities; confirm | Summer programs + year-round youth leadership | Native food; language; cooking; leadership; food justice advocacy | Centers Native youth identity, health, and sovereignty | Minnesota farm/garden setting connects youth to land and food systems | Rooted in Indigenous food sovereignty and cultural revitalization | Teaches food, language, and land together rather than separating science from culture | Shows food sovereignty as education, health, and political identity | https://dreamofwildhealth.org/about-our-youth-programs/ | Good for culture infused into land/food typology | |||
15 | Detroit Black Community Food Sovereignty Network | Midwest & Great Lakes | Detroit | Michigan | Detroit’s Black community and youth | Youth and young adults | Black Food Sovereignty | Urban Agriculture + Entrepreneurship | Food sovereignty, nutrition, entrepreneurship, self-reliance | Food N’Flava, Food Warriors, nutrition education, entrepreneurship, urban agriculture | Black food sovereignty, self-reliance, Detroit community power | Participant, youth learner, entrepreneur, food-system actor | Programs vary | self-reliance; food security; justice; entrepreneurship; Black community | Explicitly centers Detroit’s Black community and youth food leadership | Detroit urban geography shapes food access, land, and community sovereignty focus | Rooted in Black food sovereignty and Detroit community organizing | Teaches food as systems, power, and entrepreneurship instead of nutrition alone | Makes food education a vehicle for self-determination | https://www.dbcfsn.org/programs2024 | Need clarify Food N’Flava age/program structure | ||||
16 | Khuba International | Midwest & Great Lakes | New York and Northeast | New York / Northeast | Black and Indigenous communities; youth | Youth learners | Land + Food Sovereignty | Forest Stewardship + Literacy | Sustainable agriculture, forest stewardship, literacy, land access | Learning Farm, Ubuntu Library, youth education, sustainable agriculture, partnership-building | Black- and Indigenous-led, woman-led; land access and inclusive partnership | Learner, land steward, reader/community participant | Programs vary | youth education; sustainable agriculture; community development; land access | Centers youth from communities historically denied land access | Northeast farm/forest context shapes agricultural and forest stewardship work | Rooted in land access, literacy, and community development | Combines literacy, farm learning, and land stewardship beyond traditional science classroom | Connects environmental education to literacy and land access | https://www.khubaintl.org/ | Need more source verification and program details | ||||
17 | Young, Gifted & Green | Midwest & Great Lakes / National | Flint, Memphis, 20 states and Puerto Rico | Multi-state / Puerto Rico | Black, Latinx, Indigenous communities facing environmental racism | Youth council participants | Climate + Pollution Justice | Youth Policy Leadership | Environmental racism, policy, legislation, EJ principles | Yearlong Youth Environmental Justice Council, policy education, leadership | Grounded in civil rights and 17 Principles of Environmental Justice | Youth council member, advocate, policy learner | Council model; compensation not specified | Yearlong program | environmental racism; equitable policy; 17 Principles; youth leadership | Serves BIPOC communities battling environmental racism | Multi-state geography highlights shared but varied EJ burdens | Rooted in civil rights and EJ principles | Teaches through policy, advocacy, and EJ principles rather than standard conservation content | Positions youth as policy actors against environmental racism | https://www.younggiftedgreen.org/ | Strong for mission/vision + policy category | |||
18 | Earthseed Farm | West & Southwest | Sebastopol / Sonoma County | California | Black and Brown communities; Afro-Indigenous-centered community | Youth/community learners; campers | Afro-Indigenous Land-Based Education | Outdoor Belonging + Ecological Design | Permaculture, ecological design, land restoration, community nourishment | Farm education, permaculture, camping, land reconnection, ecological design | Afro-Indigenous wisdom; ancestral lands of Coast Miwok/Southern Pomo; Graton Rancheria blessing | Participant, camper, land learner | Program access; compensation not specified | Programs vary; farm/orchard seasonal components | more-than-human kin; Afro-Indigenous wisdom; environmental education; ecological design | Centers Black and Brown community belonging and Afro-Indigenous frameworks | 14-acre solar-powered farm/orchard creates ecological design classroom | Rooted in Indigenous land acknowledgement and Afro-Indigenous restoration practice | Teaches kinship, ecology, and design through direct land relationship | Frames restoration as spiritual/cultural reconnection to more-than-human kin | https://www.earthseedfarm.org/ | Good for philosophical landwork as liberation | |||
19 | Native Like Water | West & Southwest | California + intertribal travel programs | California / Intertribal | Indigenous teens and young adults | Teens and young adults | Water + Ocean Stewardship | Indigenous Outdoor Belonging | Surf, water, conservation, wellness, food as medicine | Surf/travel programs, cultural practice, music, conservation, wellness | Indigenous-led water knowledge, cultural exchange, food as medicine | Participant, traveler, cultural learner, water steward | Program access; compensation not specified | Seasonal travel/program cohorts likely | water; culture; wellness; Indigenous education; food as medicine | Centers Indigenous youth identity and intertribal connection | Ocean/coastal/travel geographies shape embodied water learning | Rooted in Indigenous relationships to water, mobility, and cultural practice | Uses surf, travel, and embodied water practice beyond classroom learning | Makes water stewardship experiential, cultural, and relational | https://www.nativelikewater.org/ | Need exact age/program details | |||
20 | Save California Salmon | West & Southwest | Northern California tribal communities | California | Native youth, Tribal communities, fish-dependent peoples | Native youth, interns, clubs/camps | Water + Watershed Stewardship | Tribal Water Rights + Indigenous Science | Salmon restoration, dam removal, Tribal water rights, river advocacy | Curriculum, Native youth internships, river trips, clubs, Indigenous science camps | Tribal water protection, salmon culture, Indigenous science | Intern, youth leader, water protector, learner | Internships; compensation likely for interns, confirm | Seasonal camps/trips + year-round curriculum/advocacy | salmon; Tribal water rights; dam removal; Indigenous science; water protector | Centers Native youth and fish-dependent communities | Klamath/Northern CA river systems shape curriculum and advocacy | Rooted in salmon restoration, dam removal, and Tribal rights | Teaches through rivers, salmon, Tribal knowledge, and advocacy rather than abstract watershed diagrams | One of strongest water-protector education models | https://www.californiasalmon.org/ | Could compare with Ríos to Rivers | |||
21 | Ríos to Rivers / Paddle Tribal Waters | West & Southwest | Klamath Basin and Pacific Northwest | Oregon/California/Pacific Northwest | Indigenous youth connected to dam-affected rivers | Indigenous youth | Water + River Stewardship | Outdoor Skill + Advocacy | River restoration, kayaking, dam removal, river safety | Whitewater kayaking, river safety, advocacy, river travel | Indigenous river reconnection after generations of dam disruption | Paddler, advocate, river steward | Program access; compensation not specified | Cohort/trip-based; seasonal | river; access; dam removal; advocacy; reconnection | Serves Indigenous youth whose communities were disconnected from rivers by dams | River geography is central: learning happens by moving through watershed | Rooted in Klamath dam history and Indigenous river restoration | Turns the river into classroom through kayaking and advocacy | Reclaims physical access to rivers as environmental justice education | https://www.riostorivers.org/ | Excellent for geography/place analysis | |||
22 | Nature Niños | West & Southwest | New Mexico | New Mexico | Latino, Native, underserved youth and families | Children/youth/families | Outdoor Belonging + Healing | Place-Based Environmental Identity | Outdoor access, conservation, fishing, art, adventure | Art, adventure, school programming, fishing, trail/outdoor learning, newspaper/youth spotlights | Addresses 'nature nerves'; builds belonging in New Mexico landscapes | Participant, family learner, youth spotlight/storyteller | Program access; compensation not specified | Monthly newspaper; school/community programming | belonging; confidence; outdoors; conservation; place-based learning | Serves families/youth who may feel barriers or anxiety around nature access | New Mexico landscapes and outdoor recreation shape learning pathways | Rooted in local outdoor access and family-centered environmental identity | Builds confidence through first-hand outdoor moments rather than lecture | Uses belonging as core environmental learning outcome | https://www.natureninos.org/ | Good for belonging language analysis | |||
23 | Alaska Youth Stewards | Alaska, Hawaiʻi, Puerto Rico & Territories | Southeast Alaska | Alaska | Rural and Tribal youth ages 14–25 | Ages 14–25 | Workforce + Stewardship Pathways | Tribal Land/Water Stewardship | Stream restoration, invasive species, landslide monitoring, cultural stewardship | Paid stewardship employment, restoration, monitoring, community service | Rural/Tribal stewardship through Tlingit & Haida context | Paid worker, steward, monitor | Paid employment | Summer employment with stewardship structure; confirm year-round support | Tlingit & Haida administered; funding details not specified | paid stewardship; rural; Tribal youth; restoration; monitoring | Serves rural and Tribal youth with limited local career pathways | Southeast Alaska ecosystems shape restoration and monitoring work | Rooted in Tribal stewardship and local ecological risk | Learning happens through paid conservation labor and community service | Connects EJ education to paid rural/Tribal stewardship work | https://tlingitandhaida.gov/service/alaska-youth-stewards/ | Strong compensation/workforce example | ||
24 | Kupu | Alaska, Hawaiʻi, Puerto Rico & Territories | Hawaiʻi and Pacific region | Hawaiʻi / Pacific | Under-resourced youth and young adults | Youth, young adults, rising leaders | Workforce + Leadership Pathways | Island Conservation + Service Learning | Natural resource fields, conservation, sustainability, environmental jobs | Service-learning, paid community programs, environmental job prep, cultural activities | Hawaiʻi/Pacific place-based conservation and service | Participant, trainee, service learner, worker | Financial stipends, education certificates, college credit noted | Programs vary; youth to professional development | Partner network; funding details needs ongoing research | Learn; Serve; Work; stipends; access; natural resources | Serves under-resourced young people and rising leaders | Island ecosystems and Pacific natural resource fields shape programming | Rooted in Hawaiʻi community service and conservation needs | Makes environmental education accessible through stipends, credit, service, work | Robust youth-to-workforce pipeline for island sustainability | https://www.kupuhawaii.org/participate | Strong spreadsheet comparison row | ||
25 | Paepae o Heʻeia | Alaska, Hawaiʻi, Puerto Rico & Territories | Heʻeia Fishpond, Oʻahu | Hawaiʻi | Native Hawaiian/community learners, school groups | Youth field trips and internships; all ages possible | Water + Ocean Stewardship | Native Hawaiian Cultural Sustainability | Ancient fishpond restoration, marine ecology, biocultural restoration | Field trips, service learning, fishpond restoration, science-rich education | Native Hawaiian fishpond, ʻāina, cultural sustainability | Learner, service learner, intern, steward | Field trip access; internship possible; compensation not in notes | Field trips/service learning; internships may be seasonal | fishpond; restoration; Native Hawaiian; service learning; cultural sustainability | Centers Native Hawaiian cultural/ecological knowledge and local youth access | Fishpond/ocean geography makes restoration site the classroom | Rooted in ancient fishpond practice and Hawaiian cultural sustainability | Teaches ecology through restoration of a living cultural site | Turns an ancient fishpond into a lab, classroom, and cultural memory site | https://paepaeoheeia.org/about-us/ | Strong for place as pedagogy | |||
26 | Pacific American Foundation | Alaska, Hawaiʻi, Puerto Rico & Territories | Windward Oʻahu | Hawaiʻi | Youth connected to ʻāina/community; high school students | High school students in Kilo Kai | Culture-Based Environmental Education | Marine Ecology + Biocultural Restoration | Marine ecology, biocultural restoration, ʻāina stewardship | Kilo Kai extracurricular marine ecology club, culture-based curriculum, restoration | ʻĀina, community, Hawaiian culture-based education | Club member, learner, steward | Free extracurricular club noted | Extracurricular program; timing varies | ʻāina; community; culture-based education; biocultural restoration | Serves local high school youth through culturally responsive environmental learning | Windward Oʻahu coastal/marine geography shapes Kilo Kai focus | Rooted in Hawaiian culture-based learning and biocultural restoration | Uses culture-based marine ecology rather than generic ocean science | Links ʻāina, community, and marine ecology for youth | https://www.thepaf.org/ | Could research Kilo Kai details | |||
27 | Casa Pueblo / Bosque Escuela | Alaska, Hawaiʻi, Puerto Rico & Territories | Adjuntas | Puerto Rico | Puerto Rican youth/community learners | Youth/school learners; exact ages unspecified | Forest School + Self-Determination | Community Climate Resilience | Forest ecology, science, math, agriculture, arts, resilience | Bosque Escuela forest learning, science, math, agriculture, arts | Puerto Rican community self-determination and forest-based learning | Learner, community participant | Program access; compensation not specified | Ongoing/site-based | Bosque Escuela; forest; self-determination; resilience; humanizing education | Serves Puerto Rican community/youth in island context | Mountain/forest geography shapes forest school model | Rooted in Casa Pueblo EJ history and community resilience in Puerto Rico | Forest becomes nontraditional classroom across disciplines | Connects ecology to self-determination, arts, and island resilience | https://casapueblo.org/bosque-escuela/ | Strong Puerto Rico case | |||
28 | El Puente Puerto Rico | Alaska, Hawaiʻi, Puerto Rico & Territories | Río Piedras / San Juan | Puerto Rico | Puerto Rican youth/community, island and diaspora connections | Youth/community members; exact age not specified | Climate + Community Power | Disaster Resilience + Placekeeping | Climate justice, adaptation, anti-displacement, environmental education | Climate summits, environmental education, marches, adaptation work, placekeeping | Puerto Rican island/diaspora social struggle and community power | Youth/community participant, advocate, climate leader | Program access; compensation not specified | Year-round movement/community work | climate leadership; community power; anti-displacement; placekeeping | Serves Puerto Rican communities facing climate and displacement pressures | Island climate vulnerability and urban Río Piedras context shape work | Rooted in Puerto Rico climate leadership summits and grassroots organizing | Teaches climate through community power, marches, resilience, and placekeeping | Shows EJ education as movement-building after disaster and displacement | https://www.elpuente.org/el-puente-puerto-rico | Good for island justice framework | |||
29 | Plenitud | Alaska, Hawaiʻi, Puerto Rico & Territories | Las Marías / Puerto Rico | Puerto Rico | Puerto Rican/community service learners; broader volunteers | Youth/adult service learners; exact age unclear | Sustainable Living + Service Learning | Community Resilience | Sustainable living, service, agriculture, community resilience | Service learning, sustainable living, community support, ecological practices | Puerto Rican land-based sustainability and service ethic | Participant, service learner, community helper | Program access; compensation not specified | Programs vary | service; sustainability; harmony; planet; community | Could serve local and visiting learners; BIPOC/youth focus needs clarification | Rural Puerto Rican land context shapes sustainability practice | Rooted in service to people and planet in Puerto Rico | Teaches through service and sustainable living practice | Useful adjacent model | https://www.plenitudpr.org/ | Verify fit: youth component and BIPOC EJ focus | |||
30 | EnviroJusticePR | Alaska, Hawaiʻi, Puerto Rico & Territories | Puerto Rico | Puerto Rico | Youth-led Puerto Rican environmental conservation community | Teen/youth-led | Youth-Led Island EJ | Pollution + Environmental Conservation | Air quality, pollution, water, waste, conservation stories | Youth-led advocacy, app-based education, positive conservation stories | Island-based youth environmental leadership and conservation storytelling | Youth founder/leader, educator, advocate | Volunteer/youth-led; compensation not specified | Ongoing digital/community work | youth-led; air quality; pollution; water; waste; positive stories | Built directly by teenagers/youth rather than adult-led programming | Puerto Rico island pollution/water/waste context shapes issues | Rooted in youth response to island environmental problems | Uses technology/app storytelling and youth leadership, not traditional classroom format | Shows teenagers creating environmental education infrastructure themselves | https://envirojusticepr.org/ | Great example of youth-created resource | |||
31 | Guåhan Sustainable Culture | Alaska, Hawaiʻi, Puerto Rico & Territories | Guam | Guam | CHamoru/Guam youth and community | Youth program participants; high school interns possible | Food Sovereignty + Cultural Foodways | Island Sustainability + Agriculture | Sustainable agriculture, food practices, environmental stewardship | Youth programming, culinary heritage, farm/school gardens, CHamoru foodways | CHamoru cultural values, local food practices, land connection | Learner, intern, food/culture steward | Some internships/programs; compensation not fully specified in notes | Summer culinary-heritage program; other programs vary | CHamoru values; sustainable agriculture; culinary heritage; land connection | Centers Indigenous/local Guam youth and cultural foodways | Island food systems and land constraints shape sustainability focus | Rooted in CHamoru cultural survival and food resilience | Teaches environment through food culture, farming, and land connection | Connects youth food heritage to island environmental resilience | https://www.gusustainable.org/ | Strong territory case | |||
32 | Mariana Islands Nature Alliance | Alaska, Hawaiʻi, Puerto Rico & Territories | Saipan / CNMI | Northern Mariana Islands | Middle/high school students; recent graduates | Middle/high school students; recent graduates | Island Conservation Education | Workforce + Stewardship Pathways | Marine conservation, island-specific environmental action, Tasi Watch | Schools for Environmental Conservation, Tasi Watch, conservation projects | CNMI island ecology and community conservation | Student, recent graduate recruit, conservation participant | Tasi Watch recruits recent graduates; compensation unclear | School-year and program cycles vary | island environment; conservation; schools; action | Serves island youth through school-based conservation pathways | CNMI island ecosystems/marine issues shape curriculum | Rooted in island conservation and local environmental action | Uses island-specific projects rather than generic environmental lessons | Connects school learning with conservation work in CNMI | https://www.minapacific.org/ | Need confirm compensation and funding | |||
33 | St. Croix Environmental Association | Alaska, Hawaiʻi, Puerto Rico & Territories | St. Croix | U.S. Virgin Islands | St. Croix youth/teens and island communities | Teens and younger students | Island Conservation + Advocacy | Climate + Pollution Justice | Conservation, advocacy, climate, local ecosystems, environmental education | Environmental Changemakers, field trips, projects, workshops, conservation advocacy | Island ecosystems, cultural significance of local environments | Teen changemaker, learner, advocate | Program access; compensation not specified | Programs/workshops vary | education; conservation; advocacy; local ecosystems | Serves youth in island community with environmental burdens and rich ecosystems | St. Croix island geography shapes marine/coastal and advocacy work | Rooted in conservation and advocacy for island wellbeing | Teaches through field trips, projects, and advocacy rather than classroom-only lessons | Combines environmental education with conservation and advocacy | https://www.stxenvironmental.org/ | Need more on teen program specifics | |||
34 | Black Girl Environmentalist | National & Multi-State | National | National | Black girls, women, and gender-expansive people | Youth/college/early-career | Workforce + Leadership Pathways | Movement Belonging + Mentorship | Climate and environmental career pathways, belonging, leadership | Mentorship, fellowships, community building, leadership opportunities | Black feminist/gender-expansive climate movement belonging | Mentee, fellow, leader, network member | Fellowships/opportunities; compensation varies | Program cycles vary | belonging; leadership; fellowship; Black girls; climate movement | Centers Black girls/women/gender-expansive people in climate spaces | National hub structure counters geographic isolation in green careers | Rooted in addressing pathway and retention gaps in climate movement | Teaches through mentorship, networks, and career access | Builds belonging and representation in climate careers | https://blackgirlenvironmentalist.org/ | Good for pipeline/category comparison | |||
35 | Young Black Climate Leaders | National & Multi-State | National | National | Black youth climate leaders | Black youth | Youth-Led Climate Leadership | Movement Funding + Storytelling | Climate leadership, youth-directed funding, dreams/scholarships | Dream Labs, scholarships, youth-directed fund | Black youth self-direction in climate leadership | Dreamer, grantee, youth leader, fund decision-maker | Scholarships/funding opportunities | Program cycles vary | Youth-directed fund; details to confirm | Black youth; Dream Labs; scholarships; youth-directed fund | Centers Black youth as climate creators and decision-makers | National model connects youth across places and reduces isolation | Rooted in Black climate leadership and movement building | Teaches through funding, peer support, and self-directed leadership | Frames climate leadership as something Black youth build and direct | https://www.climateinnovation.net/ybcl | Need verify current program structure | ||
36 | Native Farm to School | National & Multi-State | National tribal communities | National / Tribal | Native youth, schools, tribal communities | School-aged youth | Indigenous Food Sovereignty | School Food + Cultural Curriculum | Traditional foods, school meals, nutrition, food sovereignty | Educational resources, Nutrition Kitchen, traditional foods, school projects | Native foodways and school-based sovereignty | Student, eater/learner, food sovereignty participant | Program/resource access; compensation not applicable | School-year/resource-based | First Nations Development Institute project | traditional foods; school meals; Native youth; food sovereignty | Centers Native youth and tribal schools/communities | National tribal geography means adaptable local foodways | Rooted in traditional foods and Native sovereignty in school meals | Brings culture and food sovereignty into school environmental/nutrition education | Connects school meals to traditional ecological knowledge | https://www.firstnations.org/projects/native-farm-to-school/ | Good bridge between school and culturally rooted education | ||
37 | UNITY Earth Ambassadors | National & Multi-State | National Native youth network | National / Tribal | Native youth across tribal communities | Native youth ambassadors | Indigenous Stewardship Leadership | Community Project-Based EJ | Conservation, restoration, sustainability, regeneration | Ambassador training, community service projects, native seed banks, greener businesses | Native sovereignty, environmental sovereignty, tribal community projects | Ambassador, project leader, community steward | Ambassador program; compensation not specified | Year-long/annual cohort likely | Native sovereignty; environmental sovereignty; restoration; sustainability | Serves Native youth across diverse tribal communities | National network allows place-specific projects within shared Indigenous leadership frame | Rooted in tribal sovereignty and community-led stewardship | Youth create local projects rather than receive standardized lessons | Builds Native youth as environmental ambassadors and community project leaders | https://unityinc.org/earth-ambassadors/ | Strong for youth role comparison | |||
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