[Congressional Record Volume 168, Number 62 (Thursday, April 7, 2022)]
[Senate]
[Pages S2095-S2096]
From the Congressional Record Online through the Government Publishing Office [www.gpo.gov]

      By Mr. REED (for himself, Ms. Collins, and Mr. Merkley):
  S. 4041. A bill to promote environmental literacy; to the Committee 
on Health, Education, Labor, and Pensions.
  Mr. REED. Mr. President, today, I am introducing bipartisan, 
bicameral legislation with Senator Collins and Senator Merkley and 
Congressman Sarbanes that targets the fundamental goal of public 
education, which is to equip the next generation with the knowledge, 
skills, and experiences to understand the world around them and their 
ability to shape it. In the face of a global climate crisis, it is 
essential that all students graduate with environmental literacy skills 
to secure and sustain their future. The No Child Left Inside Act will 
ensure that our students will have the opportunity to develop 
environmental literacy.

[[Page S2096]]

  Environmental education provides broad benefits. It has been shown to 
enhance student achievement in science and other core subjects and to 
increase student engagement and critical thinking skills. Moreover, it 
promotes healthy lifestyles by encouraging kids to get outside.
  The COVID-19 pandemic has shown us just how vital understanding the 
environment is to our own health, well-being, and ability to carry out 
our daily activities. As the pandemic took hold, Rhode Island's 
environmental educators sprung into action, creating outdoor learning 
support opportunities and virtual programs for students as they did 
school from home. We need this to work on a national level for all 
students.
  The No Child Left Inside Act authorizes $150 million annually to 
supports States in the development and implementation of environmental 
literacy plans to integrate environmental education and field 
experiences into the core academic program in public schools, with an 
emphasis on professional development in environmental education for 
teachers. With this funding, States will provide grants for 
partnerships between school districts and parks, natural resource 
management agencies, educator preparation programs, museums or other 
organizations with expertise in engaging young people with real world 
examples of environmental and scientific concepts. The legislation also 
establishes a pilot program for outdoor school education programs that 
offer intensive, hands-on learning experiences, such as residential 
programs and summer camps.
  The No Child Left Inside Act will also help coordinate the Federal 
efforts on environmental education. It requires the Secretary of 
Education to establish environmental literacy advisory panel to 
coordinate and report on environmental literacy activities across 
Federal Agencies. It also will prove easy access to environmental 
education resources through the Department of Education's website.
  The No Child Left Inside Act has the support of nearly 100 
organizations, representing educators, parks, museums, environmental 
organizations, and community-based organizations at the national, 
State, and local levels. They stand ready and willing to partner with 
schools across the Nation. The Federal Government should be a partner 
too. That is why I urge my colleagues to join me in cosponsoring the No 
Child Left Inside Act.
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