The children in our classrooms are bombarded with doom and gloom stories about the state of the world: food poverty, war, carbon emissions, water shortages… . Fellow geographers, David Hicks (2018) and Hilary Whitehouse (2018), remind us that we should not dwell on these negative stories as young people can feel a sense of despair, and powerlessness in the face of global political landscapes. In saying that, we should also not ignore them. Instead, we need to embrace pedagogies that will support young people to feel empowered to act as global citizens and begin to make steps to creating the future they want. We need to deliver what Hicks (2014) refers to as a geography of hope; one in which crises are not just reported in our classrooms, but carefully planned pedagogies are used that will support the possibility of behaviour change at a local level in order to build global understandings and young people’s agency for long term sustainable stewardship. This article looks at a 4 stage approach to this.