Several countries around the world are emitting less carbon due to the pandemic slowdown, but the climate will continue to warm.; Credit: Andy Buchanan/AFP via Getty Images

With the dramatic reduction in car traffic and commercial flights, carbon emissions have been falling around the globe. If the slowdown continues, some are estimating the world could see the largest drop in emissions in the last century.

Still, overall greenhouse gas emissions in the atmosphere are still going up and the decline will likely be smaller than what scientists say is necessary to avoid the worst impacts of climate change.

So far, the effects are just starting to appear. In China, the first country to lock down, greenhouse gas emissions dropped an estimated 25% in February as factories and industrial producers slowed output. That decreased coal burning, which has come back slowly since then.

"A month or two of shelter in place will drop carbon dioxide emissions a few percent here or there, but it won't change the year substantially unless we stay like this for some time," says Rob Jackson, environmental scientist at Stanford University.

The declines are still too small to be read by greenhouse gas observatories around the world, like the one on top of the Mauna Loa volcano in Hawaii, given the natural changes in atmosphere this time of year. Because much of the Earth's land mass is in the northern hemisphere, plants and forests there cause carbon levels to fluctuate as they bloom in the spring, drawing carbon dioxide from the air.

If countries continue shelter-at-home orders, emissions declines could be greater. The U.S. Energy Information Administration estimates U.S. emissions from gas and energy use could drop more than 7% this year, similar to a 2009 decline during the financial crisis.

Worldwide, early estimates put global emissions dropping around 4%. Still, that's less than the 7.6% the U.N. says is needed to avoid the worst impacts of climate change by limiting warming to 1.5 degrees Celsius.

To achieve those cuts, scientists say more fundamental changes are needed, like switching to renewable energy.

"This isn't the way we want to reduce our fossil fuel emissions," says Jackson. "We don't want tens of millions of people being out of work as a path to decarbonizing our economy. We need systemic change in our energy infrastructure and new green technologies."

Still, Jackson says the recent changes are providing useful insights.

"It's as if a third of the cars on the road were suddenly electric, running on clean electricity and the air pollution is plummeting," says Jackson. "It's really a remarkable experiment and it shows the benefits of clean energy."

This content is from Southern California Public Radio. View the original story at SCPR.org.

; Credit: /Janice Chang for NPR

The high school senior sitting across from Franciene Sabens was in tears over the abrupt amputation of her social life and turmoil at home. Because of the coronavirus, there will be no prom, no traditional send-off or ceremony for the graduates of Carbondale Community High School in Carbondale, Ill. And Sabens, one of the school's counselors, could not give the girl the one thing Sabens' gut told her the teen needed most.

"I want to hug them all, but I really wanted to hug that one," Sabens remembers.

Instead of a desk between counselor and student, there were miles of Internet cable and a computer screen. No hug. No private office. This is Sabens' new normal.

"Zoom is just not gonna ever bridge that gap," she says. "That one was pretty rough."

The job of the school counselor has evolved over the years, from academic guide to something deeper: the adult in a school tasked with fostering students' social and emotional growth, a mental health first responder and a confidant for kids, especially teens, who often need a closed door and a sympathetic ear. But the closure of nearly all U.S. schools has forced counselors like Sabens to reimagine how they can do their jobs. And the stakes have never been higher.

Why students need counselors now more than ever

Between closed schools, social isolation, food scarcity and parental unemployment, the coronavirus pandemic has so destabilized kids' support systems that the result, counselors say, is genuinely traumatic.

Sarah Kirk, an elementary school counselor in Tulsa, Okla., is especially worried about her students who were already at-risk, whose families "really struggle day to day in their homes with how they're going to pay the next bill and how they're going to get food on the table. Being home for this extended period of time is definitely a trauma for them."

For so many children, Kirk says, "school is their safe place. They look forward to coming. They don't want to leave when the day is over. And to take that away from them, I do worry about the traumatic experience that will cause for many of our students."

Counselors say part of the trauma comes from students being isolated from each other.

"In a middle school, that social piece is so important," says Laura Ross, a middle school counselor in Lawrenceville, Ga. Yes, they do a lot of connecting via social media, and that's still happening, "but that face-to-face and being with their friends... they're missing that."

Students are also experiencing a kind of grief "over what they've lost," Sabens says, especially seniors. "Losing out on the end of their senior years — something that they've dreamed about their whole life... has really been overwhelming for them. So there have been a lot of tears. There have been a lot of questions... 'What did we ever do to deserve this?'"

Unfortunately, there are no easy answers. Instead, Sabens says, she tries to let students know "that it's OK to not be OK. I mean, most of the world is not OK right now... It's OK to grieve about what you're losing because it is tragic."

Brian Coleman, a high school counselor in Chicago, says trauma is nothing new to many of his students, but he hopes awareness of the potentially traumatic effects of school closures means "trauma-informed care is going to really, really explode in ideally healthy, meaningful ways."

That means school leaders should right now be planning for the future, asking how they can best support students when they come back to school, Ross says, "making sure that we're prepared to deal with some of those feelings that are going to increase — of anxiousness, of grief, of that disconnect that they had for so long."

Broken connections

Not only are many students grieving and struggling with new trauma, it's also harder now for school counselors to help them. That's because counselors have lost one of the most powerful tools they had before schools closed: access. Before, counselors could speak to entire classrooms about bullying and how to manage their feelings, plus they enjoyed office space where students could drop in for a quick visit or schedule a tough conversation.

"I think about my eighth graders," says Laura Ross in Lawrenceville. "My office is in their hallway. I mean, they just stop by to say hello. They stop by when they're upset, just to come in and talk and, you know, figure out their feelings."

But all of that has changed. Today, a face-to-face video meeting is the closest a counselor can get to the old ideal. Before that can happen, though, Sabens says she has to find her students.

"Email, email, email, email — lots of emails," she says, calling it her "primary mode of communication with the students."

Connecting is even more complicated for elementary school counselors whose students generally don't have cell phones or email addresses. In Tulsa, Sarah Kirk says this inability to speak directly with children is "exactly what keeps me up at night."

So far, Kirk has mostly been in contact with parents and caregivers. "That's whose [phone] number I have... But it's really up to the parent if they want to hand the phone over [to the student]." She worries that, if a child is not OK at home and needs help, she won't know.

Kirk's focus on these calls has also shifted away from academics toward "the basic needs of our kids... making sure they have enough food. We're making sure they're safe."

Evelyn Ramirez, a first-year middle school counselor in rural Redwood Valley, Calif., agrees: "Our main priority right now is just to check the welfare of each student."

Ramirez, a first-generation Mexican-American, says online learning can put additional strain on immigrant and low-income families. "I feel for the students whose parents don't know English or don't really know how to help their students."

"It's no longer private"

NPR spoke with counselors across the country, from California to Georgia, Oklahoma to Ohio, and nearly all said they worry about even the best-case scenario — when they're able to connect with a student face-to-face using video chat technology. Their fear: privacy.

At school, "we have some sort of office space... where students can feel like they're having a private conversation with counselors," says Coleman in Chicago. "Now we're asking them to be vulnerable in some capacity at home. And for so many students, home is a space where they're triggered or they don't feel comfortable sharing ... because it's no longer private."

Yes, the student's bedroom door may be closed, says Ramirez in Redwood Valley, but "at any given point, someone can walk in or, you know, mom's down in the living room. She can probably hear [our] conversation." And that might keep students from really opening up about things like basic stress or even abuse.

The same holds true for many elementary school counselors.

"We do small group counseling for kids [who] are adjusting to a variety of changes, and there's an element of confidentiality that's built into that group," says Marie Weller, an elementary school counselor in Delaware, Ohio. "So I can't do a group online. I can't use Canvas or Zoom or Google Hangouts for a group because I can't get the confidentiality. So [I'm] trying to figure out, how can I check in?"

Getting creative

In Lawrenceville, Laura Ross admits: These have been trying times. But there's also a surprising upside, she says. The distance from students has forced her to get creative about how she uses technology to build a bridge back to them.

Before the outbreak, Ross helped create an after-school club for students who identify as LGBTQ+. When school closed, Ross set up a Google Classroom and asked if the club's members wanted to continue to meet virtually. "They definitely did. And the reactions were just a relief that they were still going to have the support of that club... the place that they could truly be themselves."

Ross says they even meet at the same time each week, just on Zoom.

On her last day in the office, before Ohio closed its schools, Marie Weller remembers starting to leave — then hesitating beside the childlike puppets she sometimes uses in her classroom counseling presentations. "Huh," she thought. "Maybe I'll be able to use these."

Weller and her fellow elementary school counselors say one important part of their job is making sure all students have the social-emotional skills and coping strategies they'll need to navigate a complex world. How can they do that now, from home?

Weller improvised.

She set up a smartphone camera in her house, surrounded by those puppets — a kind of surrogate classroom audience — and set about recording mini counseling lessons from her kitchen. Instead of the chime she normally uses to begin a lesson, she rings a mixing bowl with a red spatula. To teach kids about how and why they should filter what they say, leaving hurtful thoughts unspoken, she opens the coffee maker to show them how a real, paper filter works.

Weller does her own editing and even got permission from folk music favorites The Irish Rovers to use their song "What's Cooking In The Kitchen" as her opening theme. The resulting videos are brief, rich and charming, with lines like, "Your brain's amygdala acts like a guard dog."

And in Tulsa, Sarah Kirk is doing something similar, posting videos where she's sitting on the floor of her house, surrounded by colorful pennants and stuffed animals. Her dog, Crew, a cuddly 80-pound sheepadoodle (nearly as big as Kirk), even makes a camera-blocking cameo.

In her first episode, Kirk read a story meant to reassure children she can no longer hug. It's about how we all have an invisible string that connects us, even when we're far apart.

This content is from Southern California Public Radio. View the original story at SCPR.org.

; Credit: /Dani Pendergast for NPR

Friday, March 13, was the last time Alexandra Sullivan saw her fellow yearbook staffers in person.

"We were trying to get as many pictures of people as possible 'cause we knew we wouldn't be able to take any more," Sullivan, 18, says.

Like most U.S. public school students, Sullivan is learning from home now. And much like her lessons, her work on the yearbook continues.

Sullivan is the yearbook profiles editor at Marjory Stoneman Douglas High School in Parkland, Fla. She's one of 10 seniors who were also on staff two years ago, when a gunman opened fire at their school. Back then, she and her classmates had to adapt to an unimaginable tragedy. Now, they have to adapt again – this time, to the pandemic.

"This book has to get done and we'll do whatever we have to do to finish it," she says, "which is exactly how we approached the '18 book."

Senior Caitlynn Tibbetts, the yearbook's co-editor-in-chief, was also on staff when the shooting happened. She says there's a collective grief among seniors over what their class — which has already lost so much — is losing now. They won't be able to dance together at prom, or walk across the stage at graduation.

"This class especially has gotten screwed over so much through the past four years," Tibbetts, 18, says. "The last two months were supposed to be the best, and they were supposed to make up for everything that we've been through. And it's really hard on us to kind of just watch it all disappear."

Amid all the uncertainty, she says, one thing is clear: The yearbook must get done, and it must get to students.

High school yearbooks are like time capsules. They record theater productions, which teams went to state finals, who was voted most likely to succeed.

And when a news event makes history – leaving a mark on students and society – it's the yearbook's job to document it. At Stoneman Douglas, that's meant changing plans just weeks before the yearbook is due.

Yearbook advisor Sarah Lerner says, "Having done one under unthinkable circumstances before, I hate to say that we're kind of, you know, used to it, but, for the seniors on staff, we are."

Two years ago, after the shooting, the yearbook staff pivoted to include remembrances of the victims. Tibbetts and Sullivan stepped up to help write them, and anything else that was needed at the last minute, while other yearbook staffers took time to attend funerals.

This year, they're making room for two new spreads about the pandemic.

"One of them is more of a factual-based one, how it's affected our community, including businesses," Tibbetts explains. "The other spread is focused on the effect it's had on us personally, both with online schooling and especially with seniors."

Logistically, putting the yearbook together and writing the new sections has been a challenge. Unlike 2018, they can't be in the same room with each other to finish the design.

"We have to social distance and our parents wouldn't let us go out," Tibbetts says.

They mainly rely on a group chat with everyone on the staff. "It can get hectic," Tibbetts says, "especially when it's all happening at like 12 a.m."

Lerner and her students missed the original deadline to finish the book, on April 6. But the printer, Walsworth, says the company is being flexible with Stoneman Douglas and other yearbook staffs across the country. Lerner says she's aiming to get the book in by the end of April.

Once the printed copies come back, more than 1,200 books will somehow have to be distributed to students. Lerner has some ideas for how to do that safely.

However, there's one important yearbook tradition they may not be able to save.

"We may not actually get to sign books this year," Lerner says. And that's been hard to accept.

"As a teacher, I really like to get my students to sign my book, you know, and I like to sign theirs and I like to see the kids carrying them around at school."

Lerner says she's sad that might not happen this year. But at least this time, the students of Marjory Stoneman Douglas High School aren't on their own.

"Unlike the 2018 books, this situation is not unique to us," she says. "So there's comfort in knowing that all staffs are going through the same issue. It's not just us."

This content is from Southern California Public Radio. View the original story at SCPR.org.

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