Young people are both among the generations to be most affected by climate change and critical advocates for climate action. In the face of growing urgency surrounding the climate crisis, the United Nations Framework Convention on Climate Change (UNFCCC) has become an important institutional framework for political progress. We developed a community-based participatory action research project centered on youth involved in the COP climate negotiations. A “leverage points” approach guided our research; this paper is the first time the framework has been applied in an international negotiations context. Our findings point to the structural power, networks, and paradigms that youth might engage with for international climate justice work. We identify actionable leverage points through which youth organizers might increase their social power in the COP process to bring about climate action. Many of these leverage points are rooted in dynamics of power, which we expand upon and connect to broader literature. Moving forward, these findings can benefit and inform the strategies of youth as they participate in the COP process.

Colleges and universities have played a critical role in the growing social movement to divest institutional endowments from fossil fuels. While campus activism on fossil fuel divestment has been driven largely by students and alumni, faculty are also advocating to their administrators for institutional divestment from fossil fuels. This article characterizes the role of faculty by reviewing signatories to publicly available letters that endorse fossil fuel divestment. Analysis of 30 letters to administrators signed by faculty at campuses throughout the United States and Canada reveals support for divestment from 4550 faculty across all major fields of inquiry and scholarship, and all types of faculty positions. Of these signers, more than 225 have specific expertise in climate change or energy. An in-depth analysis of 18 of these letters shows that a significantly greater proportion of tenured faculty sign open letters of support for divestment than do not-yet-tenured tenure-track faculty (15.4% versus 10.7%), perhaps reflecting concerns among not-yet-tenured faculty that such support might jeopardize their career advancement. This analysis suggests that faculty support for the divestment movement is more widespread than commonly recognized; this movement is more mainstream, and broader-based, than is often recognized. Revealing the scope and scale of faculty support for fossil fuel divestment may encourage additional faculty to engage, support and endorse this growing social movement that highlights the social impact of investment decisions, and calls upon colleges and universities to align their investment practices with their academic missions and values.