• Sustainable Stories Founder Naomi Queeckers on empowering young minds to understand climate action and sustainability through values, ethics, and responsibility

Nearly one billion children worldwide face the impacts of climate change, with 242 million students disrupted by extreme weather in 2024 alone. Sustainable Stories Founder Naomi Queeckers decided that something needs to be done to build a better future for children. She set out to empower young minds to embrace responsibility, sustainability and shape their own futures. The result? Story-filled books that connects the heart, head, and hands to help children build their futures.  

Queeckers was on Kaleidoscope with many insights to share. 

Following are excerpts of the interview:

You have said that nearly a billion children are growing up under the shadow of climate change. How do Sustainable Stories turn that daunting reality into hope and action for young minds?

Let me step back a little bit so that you know where I’m coming from. I have a background as a sustainability manager at the Belgian public broadcaster, national television, and radio and also with a big retailer. 

The mission of Sustainable Stories is to encourage entrepreneurial mindsets in young children, not as a career path, but as a way to shape society. It has already been a very successful initiative in Belgium. 

Why am I bringing it to Sri Lanka? Because I am 25 per cent Sri Lankan myself. My grandfather is Sri Lankan, and my mother was born here in Colombo. Beyond that personal connection, I also think that Sri Lanka is a very good gateway to expand this initiative.

How does your three-headed approach — heart, head, and hands — help children internalise responsibility and sustainability?

We work closely with researchers and psychologists and it is well known that a mindset starts forming very early, around the age of four or five. It is important to engage children emotionally, intellectually, and through action — their heart, head, and hands. At the same time, we introduce sustainability values and social ethics into education early on. Because by the time they are teenagers, it is often too late; core values have already been formed. 

So, it is necessary to begin early so that these values carry into adulthood, their professions and lives.

How do your stories inspire real-world action beyond the classroom?

 Because of the challenges built into the books, children are encouraged to take action beyond the classroom. These challenges are adapted to real-life situations and local contexts. 

While the global vision remains the same — fostering an entrepreneurial mindset, social ethics, and problem-solving skills — the specific challenges differ from country to country. So, we adapt to local languages, cultures, and issues. That is what makes the projects tangible for children and helps them see that they are part of the solution.

You have introduced these books in classrooms in Belgium. What has the impact been like?

In Belgium, the impact has been massive. There are about 5,000 primary schools and every one of them has access to our work. Teachers are already overburdened, so we create ready-to-use solutions — teaching packages, books, classroom interventions, and activities. For example, the teaching packages that accompany the books have been downloaded more than 7,000 times. That could translate to tens of thousands of classroom uses. 

Many organisations in Belgium are also engaging with the project. We have been endorsed by the UN in New York, as well as the UN Children’s Fund (UNICEF) and several university colleges. So, the reach has been significant.

You have spoken about an entrepreneurial mindset. Why is this important, and how does it shape a child’s future in sustainability?

It is not about pushing children toward a specific career. It is about shaping how they think and how they approach the world. We focus on building skills, values, and social ethics that help them tackle challenges in the future. That mindset is what enables them to contribute meaningfully to society.

How do you balance corporate partnerships with child-focused education?

We work with a wide range of partners — national and private companies, international organisations, and Governments. It is important that multiple sectors contribute because responsibility for education and sustainability lies with everyone. 

In Belgium, we also bring children into companies. Many companies are eager to invest because they see the need for better education and skill-building. It becomes a mutually supportive system where education and industry reinforce each other.

You have aligned your work with the Sustainable Development Goals (SDGs). Which of these resonate most with children?

That is a difficult question because all the SDGs are important. Rather than choosing one, it’s more important to look at local challenges. We align with the local education system and identify which SDGs are most relevant in a particular context. That doesn’t mean that the others are less important, but it helps prioritise what to address first. 

Do you localise your stories, for instance, for Sri Lanka?

Yes, we do. We are currently in the process of translating the books into Sinhala and Tamil.

What is the most impactful feedback that you’ve received from a child?

It is hard to choose because I work with children a lot. However, one recent example stands out. A child who is now an ambassador for Sustainable Stories told me that he didn’t like reading at first. He is dyslexic. But, he said that because of these books, reading has become enjoyable for him again. 

He also mentioned that he now corrects his parents when they litter and encourages them to take care of the environment. That kind of impact from just one book is powerful. It shows what’s possible with more books, activities and workshops.

While writing these books, which one felt the most meaningful to you?

I value all the books, but, the most recent one on climate action feels especially meaningful. For island nations in particular, climate action is a very real and urgent issue. What I enjoyed the most was developing the story in collaboration with psychologists, teachers and children — testing it, refining it and ensuring that it resonates at the right level. Seeing it come together into a meaningful story for children was very rewarding.

How do you present the SDGs in a way that is engaging for children? 

Some SDGs can seem abstract or even boring to children if presented directly. For example, if you simply explain the concept of a circular economy, it may not stay with them. So, we focus on storytelling that connects with their world — their emotions, experiences, and daily lives. 

We build relatable characters and situations so that children feel connected to the story. That way, they see the issue as something that affects them and begin to understand that they can be part of the solution.

How do you help children manage climate anxiety while staying optimistic?

It is very important to remain optimistic, especially with young children. I don’t think that it is helpful to overwhelm them with the negative aspects of global challenges. Instead, we focus on solutions. 

Our stories often begin with situations that children can relate to — friendship, bullying, loneliness, even love — and then gradually introduce the sustainability challenge. By the end, the story offers a solution, so children feel empowered rather than anxious.

As you adapt your stories for Sri Lanka in multiple languages, what challenges have you faced or do you foresee?

One key challenge is understanding the local education system fully. In Belgium, education is free, which makes it easier to distribute books widely. In Sri Lanka, we need to better understand how the system works and how to integrate effectively. Translation is another ongoing process, as well as identifying the most pressing local challenges and addressing them appropriately.

Your ultimate goal is to integrate this mindset into the school curricula globally?

Exactly. And to have it recognised as an investment in the future.

What would success look like to you in five years’ time?

I would be very happy if every child has access to this kind of mindset education. And if people begin to see it for what it truly is — not just a book. The book is simply a product. What it represents is an investment in children’s education, in their values and in building a generation with strong social ethics.

The writer is the host, director, and co-producer of the weekly digital programme ‘Kaleidoscope with Savithri Rodrigo’ which can be viewed on YouTube, Facebook, Instagram and LinkedIn. She has over three decades of experience in print, electronic, and social media

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The views and opinions expressed in this column are those of the author, and do not necessarily reflect those of this publication