Meet Greyson Lee, EEC Class of 2023 graduate, who has embarked on a unique path within education, blending traditional teaching roles with innovative, non-traditional positions that reflect his passion for student empowerment and environmental education.

In this Q&A, Greyson shares insights into his professional journey, the influence of his IslandWood experience, and the practices that continue to inspire his work with students and educators alike.

What are you up to professionally these days?

Since graduating from UW with my M.Ed., I’ve been fortunate to take my time exploring my next long-term position. I entered IslandWood with my teaching certification already completed, which has opened doors in public education and higher-paying teaching roles. However, I joined the program to expand my options beyond traditional classroom teaching.

Initially, I applied for full-time, education-related leadership positions at local nonprofit organizations. Although I didn’t secure any of those roles—which was frustrating—I decided to take some substitute teaching positions at local schools while continuing my search. Currently, I’m substitute teaching at Billings Middle School, a small independent school that emphasizes experiential learning and takes students on monthly outdoor trips, and Seattle Academy, a larger independent school with an arts focus that aligns with my undergraduate background. I’m also working with Seattle Public Schools. I’ve made my peace with this arrangement; I enjoy working with and getting to know the people at these schools, and it’s given me space to explore options and make connections within the local education scene.

Since then, I’ve also started working part-time as the Assistant Director at POST 84, a student-run outdoor education organization that leads day trips and camping trips for local high schoolers. The title might sound fancier than the role actually is—there are only three adult staff members—but it’s incredibly rewarding to work alongside empowered high school students and to know they were the ones who selected me for the position!

Is there anything particular about your IslandWood experience that you’re leaning on or leveraging in your current work?

The student leaders at POST 84 chose me for my background in environmental education, which I largely gained through IslandWood. More importantly, they valued my knowledge of curriculum development and “JEDI” (Justice, Equity, Diversity, and Inclusion) principles. IslandWood played a major role in developing my understanding of these principles, and I utilize them daily in my current role. The fact that the students were specifically looking for someone with JEDI expertise says a lot about the mentorship young people want from the adults around them.

IslandWood also helped me cultivate a “student-led” approach to education. I had a lot of freedom to adapt my teaching to meet student needs, actively sought student input in decision-making, and recognized students as experts and leaders. I’m leaning into these same practices in my current work, which is a big reason I was drawn to the position at POST 84.

What book, article, blog post, or podcast has most inspired you lately?

Over the past year, I’ve been involved with Raise the Sky, a BIPOC-led nature connection organization. To protect space for BIPOC staff and families, the organization asked white parents of program youth to participate in a study group focused on dismantling white supremacy. They also requested that this group be led by white program staff and volunteers, all of whom volunteered their time for it. We began by studying Tema Okun’s “Characteristics of White Supremacy Culture.” Reflecting on each characteristic, discussing it in-depth, and relating it to personal experiences has been incredibly impactful. This slower, more deliberate approach to learning has allowed for deeper insights, especially around the concept of “urgency.”

What’s keeping you feeling hopeful?

A few months ago, I asked some elementary and middle school students how they felt adults typically approached their opinions on politics. They immediately began sharing how much they valued respect, transparency, and honesty from adults in these conversations. I’ve seen very young kids make profound connections between global events and aspects of their local environment: discussions about borders in Ayiti (Haiti) have linked to their observations about how fences impact local landscapes, the growth of trees, and the movement of small animals.

I’ve watched students create and wear patches to raise awareness of issues they care about, think critically about complex political topics, and eagerly participate in projects like Vivien Sansour’s Palestinian Heirloom Seed Library, which connects ecology, gardening, and global issues. It’s deeply inspiring to see kids advocating for their voices, making connections, and transforming their grief into healing, hope, and action. This gives me incredible hope for the future.

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