This study interviewed educators in New Zealand about how they approach the challenging task of teaching children about invasive predator control as part of conservation education.
Nearly all participants advocated for teaching about invasive species as "animals in the wrong place" rather than inherently bad creatures. This approach emphasizes that predators like rats and possums have value in their native habitats and it's "not their fault they're here." Educators stressed the importance of humane killing methods and respectful treatment of carcasses, with some incorporating Māori practices like karakia (prayers) when animals are killed.
Many participants described a movement away from competitions involving hunting or manipulating carcasses, which had drawn international criticism. Some educators explicitly mentioned changing their messaging to avoid "vilifying animals" and removing terms like "pest" from educational materials to show greater respect for the animals involved.
All participants agreed that trapping activities must be voluntary and opt-in, with alternatives like tree planting offered for those who prefer not to participate. However, educators disagreed about whether teachers can guide students toward supporting predator control while still respecting their ability to form independent opinions.
Participants emphasized that effective education must be adapted to local circumstances. Rural students often have prior experience with trapping through family activities, while urban students may need more foundational education about ecosystems and predator impacts before engaging with management strategies.
Key Takeaways for Environmental Educators:
1. The research identified a clear pedagogical framework emerging among educators: acknowledge invasive species as valuable in their native ranges, explain human responsibility for introductions, emphasize humane treatment, and treat killing as a serious act requiring reflection rather than celebration.
2. While participants disagreed on minimum ages for trapping involvement (ranging from preschool to high school only), there was consensus that younger children can learn about invasive species concepts through classroom education, with hands-on involvement requiring careful consideration of individual readiness and context.
3. Many programs successfully incorporate Indigenous Māori perspectives, using concepts like kaitiaki (guardianship) and emphasizing spiritual connections to place. However, educators warned against cultural appropriation, noting that some concepts should remain specific to Māori students and contexts.
4. Successful programs were structured as opt-in activities with multiple pathways for engagement, allowing students to contribute through monitoring, habitat restoration, or education rather than requiring direct involvement in killing animals.
5. Successful programs often extended beyond schools to engage families and communities through "trap libraries" and shared conservation activities, recognizing that environmental learning benefits from intergenerational and community-wide participation.
6. Both supporters and critics emphasized that predator control should be taught within broader environmental education addressing multiple threats to biodiversity, including habitat destruction and climate change, rather than scapegoating invasive species for all conservation problems.
The research identified significant barriers including lack of teacher confidence with the subject matter, limited resources, and concerns about navigating ethical complexities. Programs often relied on external presenters due to these constraints, suggesting need for better teacher professional development.
The research concludes that while New Zealand's unique ecological context - where invasive predators have severely impacted native species - creates compelling reasons for conservation education, the approaches being developed could inform invasive species education globally. The emphasis on respect, agency, and context-sensitivity offers a framework for addressing similar challenges in other regions while navigating the complex ethical terrain of teaching children about killing animals for conservation purposes.
The Bottom Line
This study explored how educators in New Zealand approach the challenging task of teaching children about invasive predator control as part of conservation education. Through interviews with 18 educators and animal welfare advocates, the researchers found broad agreement on key principles: predators should be discussed with respect rather than demonization, children must be able to develop their own opinions about participation, and programs should be tailored to specific contexts like rural versus urban settings. However, significant disagreements persist about practical implementation, such as the appropriate age for children to begin trapping activities and whether guiding students toward supporting predator control is compatible with respecting their agency. The research reveals a field in transition, with many educators moving away from potentially objectifying activities toward more respectful approaches, while still grappling with the ethical complexities of teaching about killing animals for conservation.