Beyond the Science: What I Learned About Research Emissions at the CBH Summer School

As someone working in climate science, I often think in terms of global temperature targets, sea-level rise and atmospheric patterns. But during the CBH Graduate School Summer School (June 2025), ‘Reducing the Carbon Footprint of Research’, I had to confront a truth I had never really considered before:

The act of doing climate research itself has a carbon footprint.

From powering lab equipment and flying to conferences, to ordering new computers or single-use lab supplies, research activities—especially in well-equipped institutions—carry an often-overlooked environmental cost. I was surprised to learn that the purchase of equipment, not energy usage alone, is one of the largest contributors to carbon emissions in scientific research. As someone who has replaced a laptop just because it was ‘slowing down’, I’d never paused to consider the carbon cost of that decision. That moment stuck with me.

One of the most fascinating parts of the summer school was exploring how psychological and behavioural models can drive climate action in research spaces. Through interactive talks and workshops, we learned how small shifts in behaviour—from shared lab equipment schedules to sustainable commuting—can add up to a significant reduction in a lab’s carbon footprint.

The message was clear: while institutional policies and technologies matter, real change starts with us. As scientists, we must go beyond analysing the climate crisis—we must live our research values and rethink the culture of science itself.

Our challenge: Making lab sustainability practical
During the program, I worked with an international team (“The Zero Quotient”) to propose practical ideas for reducing the environmental footprint of the Department of Molecular Chemistry (DCM) lab at Université Grenoble Alpes, which we visited on day one.

We pitched two main solutions:
1. A CO₂ simulation and inventory tool to help researchers plan experiments while seeing the environmental cost of their decisions in real-time.
2. A shift towards low-carbon IT infrastructure using single-board computers (like Raspberry Pi) instead of traditional desktops, reducing emissions from hardware production and electricity use.
Both ideas aimed to make sustainability visible, measurable and user-friendly—qualities we felt were essential for long-term change.

Lessons that stay with me
What I took away from this summer school goes far beyond carbon accounting. It’s about mindset.
I’ve come to realise that being a climate scientist today is not just about analysing systems—it’s about rethinking our own systems. It’s about questioning the way we consume, travel and even collaborate. It’s about unlearning certain habits and re-learning how to work in ways that align with the values we champion. The experience also reminded me of how powerful collaboration can be. Our team was made up of researchers from across the globe, each bringing different perspectives to the same goal: making science more sustainable. It challenged me not only as a scientist but also as a citizen of a rapidly changing world.

As I continue my PhD on Antarctic climate extremes and their global links, I now carry this perspective with me: how we do science is just as important as what we discover.