In-Person Fellowship

Wendy Litherland is a UK‑based sustainability education leader with over 20 years’ experience in schools.

She is Director of Sustainability at St Christopher’s CE High School and works nationally through initiatives including Sustainability Learning CIC, whilst heading up the Education for Solar for Schools, helping schools turn buildings, curriculum, and community partnerships into powerful drivers of energy literacy, sustainability and student agency.

Carl weaves energy, sustainability, and STEM into his second-grade classroom through interactive read-alouds, hands-on recycling projects, and cross-curricular data investigations where students measure rainfall, compare temperatures, and create charts to communicate findings.

As an instructional lead teacher, he is positioned to influence curriculum and instructional practice beyond his own classroom. He hopes to use the fellowship to elevate science instruction across his school and build collaborative partnerships with other educators who are passionate about STEM.

Kelly is a 6th-grade science teacher with one of the strongest STEM engagement profiles in our entire applicant pool.

She has spent 10 years running summer STEM camps—and after becoming director three years ago, she eliminated registration fees by securing grant funding so that every student could participate regardless of financial circumstances.

She also created a school-wide STEAM Night that has grown to include partnerships with a local college, Micron, the health department, and community organizations. In her classroom, students build solar ovens, wind turbines, green roof models, and vermicomposting systems.

She teaches professional development and sits on multiple district committees, giving her a powerful platform to share what she learns.

Leslie is a New York State Master Teacher who has spent her career building STEM opportunities for students and colleagues alike.

She maintains a long-running partnership with a civil engineer who visits her classroom monthly, co-facilitates her school’s Science and Engineering Fair, and founded an afterschool model rocket club that has served twenty 3rd graders each year for nine consecutive years.

She has also brought in speakers from the local recycling agency and water authority to connect students to community sustainability efforts. Her Master Teacher network gives her a built-in channel to disseminate fellowship learning across the region.

With over 26 years in education, Yasmine has spent her life nurturing curious minds and encouraging young hearts to dream big.

She's endlessly inspired by the wonder of childhood and deeply passionate about shaping a future where the next generation thrives with purpose and possibility.

When she's not teaching, you’ll find her wandering through nature, traveling to new places, or soaking in the beauty of different cultures.

At my core, I’m a storyteller, an explorer, and an advocate for sustainability, because when we inspire children to care for the world around them, we give them a future filled with adventure, hope, and endless potential.

Sivney is a Primary PGCE student at UCL specialising in SEND, with an arts specialism and a strong interest in inclusive and creative approaches to teaching.

He has a background in fine art, having graduated from UAL Central Saint Martins, and has worked with organisations including Serpentine Galleries and Cambridge Curiosity and Imagination.

These experiences have shaped his interdisciplinary approach, using creativity to support engagement, confidence, and accessibility for all learners. His interest in SEND is informed by personal experience, which has shaped his commitment to inclusive and supportive learning environments.

Ana demonstrates that energy literacy can begin in the earliest grades. In her first-grade classroom, students build pinwheels and test wind energy, construct weather instruments like wind socks and rain gauges, and maintain a classroom recycling and sorting station where they practice environmental stewardship daily.

She also engages students in upcycling projects—transforming cardboard boxes into engineering materials and repurposing containers as planters—helping them see that creativity reduces waste.

Ana’s application stood out for the specificity and ambition of her goals: she aims to deepen her content knowledge, build a robust toolkit of age-appropriate lessons, develop a lasting international educator network, and become a leader and advocate for energy literacy within her school and district.

Miss Ellis is a primary school teacher who loves helping children explore the world around them. She's passionate about nature, sustainability, and inspiring young learners to care for our planet.

She's really excited to be part of the National Grid x Earth Cubs Energy Literacy Fellowship and support children on their environmental journey!

Hannah teaches a classroom where every student is an English language learner, and she has developed a thoughtful approach to making STEM accessible without relying heavily on language.

Her instruction emphasizes hands-on exploration, visual models, and collaborative learning so that students can investigate scientific concepts while simultaneously building their English skills. She connects energy and environmental topics to things her students already experience in their daily lives, helping them see that science is something they can explore and understand regardless of their language background.

Hannah brings an important equity and inclusion perspective to the cohort—her participation will enrich the fellowship’s conversation about how to make energy literacy truly accessible to all learners.

Diane brings twenty years of experience teaching fifth-grade science with a deep commitment to hands-on, real-world learning.

Her students participate in ongoing data collection for the Harvard Forest Long-Term Ecological Research study, measuring the carbon mass of tree species over time—giving students a direct role in authentic scientific research. She has also built a student-led recycling program in which older students create games and lessons to teach younger students responsible recycling practices.

Her students’ independent sustainability projects—covering storm drain awareness, composting, and upcycling—have won awards from Project Green Schools, the Massachusetts DEP Green Team, and the Mass Energy Secretary of the Environment.

Diane is eager to build on this foundation and use the fellowship to develop new long-term programs for her school.

Molly students have historically had limited access to STEM experiences. As such, she brings energy and sustainability to life through hands-on experiments with ramps, sunlight, and materials, and engages students in conversations about recycling, conservation, and how their everyday choices can make a real difference.

She is passionate about bridging the gap between her students and the careers and opportunities that STEM can offer, and plans to share what she learns across her district so the impact extends well beyond her classroom.

Kate teaches in Forest School as well as teaching Sustainability.

By teaching that love and joy of that natural environment, she helps her pupils become custodians of our wonderful world.

Crystal is an Empowered School educator who already integrates energy literacy into her daily instruction through circuit investigations, renewable energy exploration, and engineering design challenges such as building windmills and testing materials for heat reduction.

She is particularly excited about bringing an international perspective back to her students and plans to share what she learns with colleagues to strengthen the Empowered School Program across her school community in Hempstead.

Primary teacher with an interest in sustainability, culture, and heritage, keen to help learners make connections between their local environment and the wider world.

Anna aims to build her confidence in embedding environmental and cultural learning across the curriculum.

Currently seconded to work on Culture Connect as part of the Angus Cultural Strategy, supporting the development of a network of teachers and organisations.

This has encouraged Anna to broaden her knowledge further, and she is interested in the Energy Literacy Fellowship as an opportunity to learn more about energy, climate, and how to bring these themes into the classroom in a practical way.

Deborah is a dedicated fourth-grade science teacher whose classroom is defined by the phrase she hears most often from her students: “Yay, we have science today!”

Her energy unit covers energy transfer, renewable and nonrenewable sources, and sustainability, all delivered through experiments, games, collaborative discussion, and engineering design cycles.

She sees the fellowship as an opportunity to deepen her content knowledge, connect with fellow science educators, and bring back stronger, research-based experiences that will elevate energy instruction not just in her classroom but across her district.

Molly is a Primary School Teacher with an interest of empowering children to do the jobs they love.

Molly is looking forward to developing more understanding around energy literacy and to be able to deliver better lessons in school. Additionally this fellowship will enable Molly to contribute to wider school planning and experience and broaden her opportunities for the future.

Emily is a mother of 2 with a BSc in Marine Biology and runs the Eco club at Gunness and Burringham C of E Primary School.

Emily is a sustainability leader specialising in environmental science and leads a rewilding project within the school.

Jabari is leading a visionary, school-wide effort to integrate AI and STEM into core instruction at P.S. 346, which serves a high-needs population in East New York, Brooklyn.

He has designed a phased implementation plan that moves from teacher-facing AI tools to student-facing personalization and eventually parent-facing supports.

He sees the fellowship as an opportunity to connect this AI-driven instructional model with real-world energy and engineering challenges, ensuring his students are not just consumers of technology but designers, questioners, and innovators.

Roveena is a UCL student, training to be a primary school teacher with a strong passion for sustainability and energy literacy. Inspired by both her university experience and personal interest in sustainability, she is focused on embedding sustainability across the curriculum and supporting young learners to develop positive, environmentally responsible attitudes.

Roveena looks forward to sharing her experiences and continuing to grow her knowledge through this opportunity.

Scarlett is a trainee primary school teacher with a background in Social Sciences and a strong commitment to creating engaging, discussion-rich classrooms where every child feels heard and inspired.

She is particularly passionate about helping pupils explore real-world issues, including sustainability and energy use, in a way that builds curiosity and critical thinking.

Scarlett wants to support young people in understanding their role in shaping a more sustainable future and to empower them to ask questions, think deeply, and recognise the impact they can have on the world around them.