Bad Bunny Is An Environmental Justice Educator: Here’s What His Music Can Teach Us

While the NFL is promising the American public a Super Bowl they can dance to, keep in mind that half-time show headliner Bad Bunny is way more than just the world’s most-played recording artist of 2025 and Latin Grammy and Grammy winner: Benito Antonio Martínez Ocasio is also a bona fide environmental justice educator.

As a former public school educator, a professor, and an author of two books on teaching climate change and environmental justice, I know that climate change disproportionately impacts marginalized communities, which means you can’t teach about the climate crisis without also teaching about equity, race, and justice.

Bad Bunny knows this, too.

Consider that Mr. Ocasio was born in Puerto Rico (where he recently held an extensive concert residency that reportedly boosted the economy of the unincorporated US territory by up to $400 million), where he reportedly has held or holds property, along with Los Angeles, Miami, and San Juan. It is not lost on Bad Bunny that all of these areas face severe climate change impacts, from record-breaking wildfire seasons to rising waters to extreme heat.

His call to action also aligns with the environmentally just future that Puerto Ricans have been envisioning.

Mr. Ocasio frequently incorporates commentary about social and political issues into his music and has spoken out about Immigration and Customs Enforcement Raids, transphobia, and racial justice. As a recording artist, the world is his classroom, and his performances function as public pedagogy. K-12 teachers, college professors, and environmental leaders alike may draw inspiration from his work to develop their own environmental justice curricula, projects, and investigations as they take action in their communities.

Bad Bunny’s music video, El Apagón, embeds an 18-minute documentary featuring investigative journalist Bianca Graulau and provides evidence of unparalleled gentrification driven by outsiders, the widespread displacement of families with decades of roots in their lost communities, and the purposeful and profound persistence of colonialism.

Moreover, the video takes its title from the rolling blackouts that occurred in Puerto Rico after Hurricane Maria in 2017. Hurricane Maria resulted in the largest blackout in US history and the second-largest in the world.

Puerto Rico’s power grid was devastated by Hurricane Maria, prompting privatization by LUMA Energy, which was met with fierce resistance and protest. However, since privatization, blackouts have persisted, including those caused by a 6.4-magnitude earthquake in 2020, Hurricane Fiona in 2022, and a blackout in 2025. Even without natural disasters, Puerto Ricans lose about 27 hours of power per year.

More than just time spent in the dark, blackouts disrupt access to clean water and air conditioning, both of which are essential in tropical climates. In addition, reliance on generators during blackouts has increased respiratory health impacts, such as asthma.

Children are among the most vulnerable, and blackouts have also resulted in mental health impacts for Puerto Rico’s K-12 students, such as a sense of hopelessness and isolation.

Add it all up, and you get systemic environmental racism. And it leads to the disproportionate impact of environmental hazards on people of color. A concerted push toward environmental justice is the only antidote.

The preparation of students and community members to work toward environmental justice began more than 30 years ago at the First National People of Color Leadership Summit. The 1,100-person delegation drafted 17 Principles of Environmental Justice and the Principles of Working Together. They significantly redefined the meaning of what constitutes the “environment.”

Historically, “environment” referred to pristine natural areas outside cities. At the summit, “environment” was redefined to capture the places where people (particularly those of color) live, work, study, play, and pray. This enabled the inclusion of issues such as toxic pollution, worker safety, transportation, housing, health, and recurring blackouts, such as those in Puerto Rico.

To combat local environmental racism in any community, it is imperative to begin with community-generated solutions and to view residents through a lens of self-determination, as they are the most knowledgeable about the issues that directly affect their communities. This includes K-12 students, who are capable and eager to take action.

Young students can apply an investigative journalism lens to their communities by conducting research to address environmental issues of concern. For example, students can interview residents and conduct community surveys in their neighborhood to identify environmental injustices. Students can also create an oral history project to archive local perspectives of environmental injustices and partner with their local public library to host a showcase or a display of their findings.

Elementary, middle, and high school teachers can also encourage students to develop their historical literacy, social consciousness, and critical thinking skills by comparing the US response time to Hurricane Maria with that of other natural disasters, with particular attention to US states versus US territories.

Again, look no further than Bad Bunny. He is intentionally and powerfully elevating Puerto Rico to the national consciousness while simultaneously using his global platform to highlight environmental racism.

Bad Bunny has turned his global stage into a worldwide classroom.

More pointedly, his call to action also aligns with the environmentally just future that Puerto Ricans have been envisioning. Teachers, students, and environmental leaders are well-positioned to respond to this call. However, we can’t rely on our global pop stars to teach our K-12 students about environmental racism and environmental justice; it must start in public schools.