Digital storytelling is a way for youth to recapture a sense of agency amidst considerable climate anxiety and encourages multiple ways of knowing (Warren et al., 2020) and educating others about a complex socioecological system. It provides transformative opportunities for youth to not only engage with complex scientific topics, but also to explore their own identities as scientists and community members. We know that stories have been and continue to be powerful opportunities for intergenerational knowledge-sharing (Gottschall, 2012). But this is not all–in a political climate where youths’ voices are often suppressed, we also know stories and storytelling present valuable opportunities for youth to become changemakers in their communities (e.g., Sezen-Barrie & Huang, 2026). Through stories, youth can invite the public and their community into their own place-based, camp experiences. In environmental and climate change education, the scientific topics taught often carry with them a heavy affective weight. Storytelling has also been shown to play a role in helping youth to process (or, “suture”) their conflicting feelings of hope and despair, anxiety and joy. Stories can bring together scientific and affective ways of knowing (Morris et al., 2019; Smith et al., 2024), for example, or human and more-than-human thriving (Hayes & Tanner, 2015).