Taylor Thomson has always felt at home in the water. Known to his peers as the “Shark Boy,” his fascination with aquatic life—especially sharks—sparked a career in environmental science. Now based in New Zealand, Thomson is not only finishing his master’s degree in ecological modeling but also shaping the future of environmental education through hands-on science outreach.
Thomson works with Field-Based STEM, a New Zealand initiative that connects scientists with schools across the country. His work is grounded in real-world experience—from monitoring freshwater systems with the Waikato Regional Council to building ecological models that predict tipping points in estuarine ecosystems. These models aim to help councils take proactive steps to preserve water quality before irreversible environmental changes occur.
“A tipping point in an estuary is like pushing a ball uphill,” he explains. “At a certain moment, it crests—and then tumbles into a new, less desirable state that’s harder to recover from.”
His current research uses keystone species, such as shellfish that filter nutrients, to gauge ecosystem health and predict when those systems are close to collapse.
But Thomson isn’t content to work behind the scenes. He’s bringing that science directly into classrooms. During a recent trip to Auckland, he visited four schools in five days, working with students from primary level to Year 13. With older students, he conducted stream monitoring and water quality analysis. For younger students, he built action plans to protect local water environments.
The results? Engaged students, empowered teachers, and a growing awareness that science doesn’t just happen in labs—it happens in their backyards.
One of his core messages to educators is to integrate riparian planting and environmental monitoring into school projects. “There’s so much funding and opportunity for this work. Schools can partner with landowners and farmers who don’t have the time or manpower, and create hands-on science experiences that make a real difference.”
Thomson also champions the inclusion of social science in environmental education. His undergraduate studies combined environmental science and psychology, giving him insight into how to communicate scientific ideas to the public.
“It’s not enough to have the data—you need people to understand it and want to act on it.”
That philosophy underpins his entire approach: blending ecological data with community action, all while nurturing a generation of students who see themselves as part of the solution.
As climate change accelerates and freshwater ecosystems face increasing pressure, Taylor Thomson’s work reminds us that environmental restoration begins not just with policy—but with people.
And in his case, it starts with a kid who just really, really loved sharks.