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Public engagement in climate assessment: lessons and opportunities

Author

Listed:
  • Allyza R. Lustig

    (ICF)

  • Aaron Grade

    (ICF)

  • Zena N. Grecni

    (Arizona State University)

  • Jeremy S. Hoffman

    (Groundwork USA
    University of Richmond)

  • Neil Matouka

    (Conservation Strategy Group)

  • Danielle Meeker

    (University of Alaska Fairbanks)

  • Rachael Novak

    (Forest Service)

  • Adam Parris

    (ICF)

  • Allison Crimmins

    (National Oceanic and Atmospheric Administration)

Abstract

Cyclical and sustained engagement throughout and beyond individual climate assessment cycles ensures that assessments (1) meet the user need of the moment; (2) reach the broadest possible decision-making community; and (3) evolve from cycle to cycle, building on feedback in each iteration. In short, engagement is critical for the creation of an assessment that is useful, usable, and used. There is a vast range of modes and methods of engagement, from highly interactive, to more passive forms—all of which, when implemented strategically, can contribute to a user-informed assessment. Public engagement can help assessments to grow as a process that brings people together in a “network of networks” that spans disciplines, geographies, and demographics. This paper draws on the experience of engagement specialists from several assessments across geographic scales (national, regional, state, Tribal, and local), highlighting key lessons learned and making recommendations for future assessors.

Suggested Citation

  • Allyza R. Lustig & Aaron Grade & Zena N. Grecni & Jeremy S. Hoffman & Neil Matouka & Danielle Meeker & Rachael Novak & Adam Parris & Allison Crimmins, 2025. "Public engagement in climate assessment: lessons and opportunities," Climatic Change, Springer, vol. 178(6), pages 1-23, June.
    • Handle: RePEc:spr:climat:v:178:y:2025:i:6:d:10.1007_s10584-025-03932-5
    DOI: 10.1007/s10584-025-03932-5
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    References listed on IDEAS

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    1. Allyza R. Lustig & Allison R. Crimmins & Michael O. Snyder & Laura Tanner & Ian Coller, 2025. "Bringing art and science together to address climate change," Climatic Change, Springer, vol. 178(3), pages 1-12, March.
    2. Julia Bentz, 2020. "Learning about climate change in, with and through art," Climatic Change, Springer, vol. 162(3), pages 1595-1612, October.
    3. Lauren A. Dent & Jamie Donatuto & Larry Campbell & Marnie Boardman & Jeremy J. Hess & Nicole A. Errett, 2023. "Incorporating Indigenous voices in regional climate change adaptation: opportunities and challenges in the U.S. Pacific Northwest," Climatic Change, Springer, vol. 176(3), pages 1-22, March.
    4. Eric K. Chu & Gillian Bowser & Abby G. Frazier & Alyssa Quintyne & Linda Shi & Pamela McElwee, 2025. "Broadening diversity, equity, accessibility, and inclusion in the process and development of climate assessments," Climatic Change, Springer, vol. 178(4), pages 1-11, April.
    5. Michael Méndez & Sameer H. Shah & Cynthia Golembeski & Louise Bedsworth & J. Mijin Cha & Leo Goldsmith & Tisha J. Holmes & Julie Maldonado & Beth Rose Middleton Manning & Linda Estelí Méndez-Barriento, 2025. "Centering environmental justice in United States (U.S.) National Climate Assessments (NCAs): a historical and contemporary analysis," Climatic Change, Springer, vol. 178(5), pages 1-21, May.
    6. James D. Ford & Laura Cameron & Jennifer Rubis & Michelle Maillet & Douglas Nakashima & Ashlee Cunsolo Willox & Tristan Pearce, 2016. "Including indigenous knowledge and experience in IPCC assessment reports," Nature Climate Change, Nature, vol. 6(4), pages 349-353, April.
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