The Truth about Eight Common Climate Education Myths

As the impacts of climate change become increasingly evident, the need for comprehensive climate education in schools has never been more urgent. Despite this, many myths and misconceptions persist about the inclusion of climate change education in the classroom. Critics argue that it is a political maneuver, an unnecessary addition to an already burdened curriculum, or too complex for young minds. However, critical climate change education (CCCE) has proven successful in equipping students with the essential skills needed to understand and address climate challenges, foster critical thinking, and engage actively in the civic life of their communities. This framework distinguishes itself from typical climate change education by integrating critical thinking, local relevance, and actionable learning into the education system. By debunking these myths, we can pave the way for a more informed and empowered generation ready to tackle the environmental and social issues of our time.

To help illustrate CCCE’s unique strengths, let’s walk through eight common myths about teaching climate change in schools, and as we debunk them, reveal what CCCE has to offer.

Illustrations by Priya Subberwal

Myth #1: “Teaching climate change in schools is just propaganda.”

Some already wary of making education into something more than reading, writing, and ‘rithmetic, as in the state of Texas, might say, “Climate change education in classrooms? It’s just another way to push a political agenda. Stick to the basics and leave the activism out of our schools.”

This is far from the case. While the main text of CCCE is of course the climate and the environment, it nonetheless equips students to think critically about any issue, climatic or not. This is the opposite of indoctrination, which is intended to control the beliefs, attitudes, and behaviors of individuals in alignment with specific ideologies, agendas, or values. And in any case, no subject is immune to ideology. The reality is that while fields such as science, technology, engineering, and mathematics can be seen as apolitical, even these fields are susceptible to politicization through our actions and the contexts that surround them.

Our job as educators is to help students navigate the realities they will encounter outside of the classroom without encroaching on their right to choose or develop their own opinions.

In light of this, our job as educators is to help students navigate the realities they will encounter outside of the classroom without encroaching on their right to choose or develop their own opinions. This is especially important with populations of students who are largely immigrants, BIPOC (Black, Indigenous, and People of Color), and low-income—in other words, populations who have been historically marginalized. CCCE can’t undo these experiences of injustice on its own, but engagement and awareness can help students navigate their feelings and, hopefully, channel them into productive avenues.

Myth #2: “Climate change education takes away time and resources from subjects in which students are already lagging.”

Others, concerned about standardized testing scores, might think, for instance, “We have so much to do to get our students reading at grade level, we can’t just drop everything for something that doesn’t have immediacy.”

Critical climate change education should not detract from much needed instructional and remediative time. Nor will it when properly implemented. Instead, CCCE aims to integrate climate into subjects that are known to be ripe for discussing scientific concepts, like science, but also in subjects like English, where climate change is already relevant as well. And the reality is that teachers across disciplines have already taken it upon themselves to instruct students with a connection to the world around them for decades, and climate is no exception.

Let’s take English and language arts as an example. At Choate Rosemary Hall High School in Connecticut, Stephen Siperstein, an English teacher, uses examples found within the already assigned literature to make climate connections, such as coal mining and how it devastates the landscape when students read about the Valley of Ashes in The Great Gatsby. And Dr. Sheila Mullooly, a teacher of English to speakers of other languages (TESOL) educator at the U.S. Department of State, integrates climate change communication into English language teaching by integrating foundational vocabulary exercises, oral history sharing about students’ lived experiences, and by centering five facts:

1. Scientists agree.
2. It’s real.
3. It’s us.
4. It’s bad.
5. …There’s hope!

Given CCCE’s focus on equity, the paradigm is highly aware of the fact that many important aspects of education are in need of more resources. Its goal is to integrate into students’ lives and available resources as seamlessly as possible, and use creativity to engage and generate awareness with students in helping them navigate the world around them, whether it’s a book assigned for class or a map of their neighborhood.

Myth #3: “Climate change is too hard for youth to learn about.”

Another common concern, and in particular for those thinking about the mental and emotional impacts on youth, is that climate change education is too complex for young students to understand. But the fact is that CCCE already has this covered: it’s designed to be age-appropriate and -accessible.

CCCE aims to build foundational knowledge gradually, ensuring that students are equipped with the understanding they need as they progress through their education.

While the topic of climate change can be complex, educators can tailor lessons to the cognitive levels of their students. Younger students can learn about simple concepts like recycling, the water cycle, and the importance of trees, while navigating foundational skills in social-emotional learning related to treating others as they would like to be treated—the “golden rule”—and translating that to the environment as well. On the other hand, older students can delve into more detailed scientific explanations and socio-economic impacts, while exploring the ways in which their own family cultures have related to the land. CCCE aims to build foundational knowledge gradually, ensuring that students are equipped with the understanding they need as they progress through their education.

Myth #4: “Children aren’t emotionally prepared to learn about the climate catastrophe.”

Still, some believe that introducing climate change education will overwhelm and scare students. However, in fact, CCCE focuses on empowering students with knowledge and skills rather than inducing fear.

Educators are already trained to present information in ways that are easy to digest and memorable. When it comes to climate, that skill can be leveraged to highlight solutions and positive actions students can take to mitigate climate change. This approach fosters a sense of agency and hope, encouraging students to be part of the solution rather than feeling helpless. By understanding the science and implications of climate change, students can become proactive and informed members of their civic communities, ready to tackle environmental challenges together.

Myth #5: “Teachers aren’t the ones who should be teaching these lessons.”

Another common belief is that climate change education should be left to parents and communities, not schools. But while it is true that parents and communities play a vital role in a child’s education, schools are uniquely positioned to provide consistent, fact-based, and comprehensive climate education. In fact, according to a 2023 Yale Climate Opinion Map, 75 percent of people across America believe that “Schools should teach about global warming.”

And schools are well-situated to make good on that vote of confidence. They have the resources, expertise, and structured environments necessary to teach scientific principles and critical thinking skills. Furthermore, climate change is a global issue that requires a unified educational approach to ensure all students receive accurate and thorough information. Sometimes kids end up educating their parents about climate change: for example, a 2019 study in the journal Nature Climate Change found that daughters were especially effective in intervening to cultivate climate concern in male parents and conservative parents. CCCE in schools complements and enhances the education students receive at home and in their communities, creating a well-rounded understanding of the world around them.

Myth #6: “Climate change education is too expensive.”

A common belief even among people who think teaching climate change education is important is that it would be simply too expensive to implement properly and consistently. However, as discussed above, while integrating climate change education could require additional funding, many schools already possess the resources needed to incorporate climate literacy into existing subjects. Moreover, numerous organizations and government programs offer free or low-cost teaching materials and professional development for educators.

Where there has been investment on the state level, such as in California and New Jersey, the budget for this investment has been less than 1 percent of the statewide budget—$5 million and $6 million, respectively. In a forthcoming report, I will discuss how these two states have already tried to tackle the issue of affordable statewide climate change education implementation through both centralized and decentralized approaches.

When assessing costs, we must also consider the other side of the coin. Investing in CCCE can yield long-term benefits, as it prepares students for future careers in a green economy, fosters critical thinking, and promotes civic engagement. And the cost of inaction—both environmentally and economically—far outweighs the investment in climate education.

Myth #7: “Students can’t create change on such a massive issue.”

Given the monumental nature of the catastrophe, it’s in some ways understandable that many are saying, “Climate change is a global issue, and local education efforts won’t make a difference.”

But while climate change is indeed a global challenge, local education efforts are crucial in creating a collective impact. Educating students about climate change at the local level can inspire community-wide actions and initiatives. By understanding how global issues affect their local environment, students can become advocates for change within their communities, influencing local policies and practices. CCCE helps students see the connection between global and local efforts, empowering them to make a difference both at home and on a larger scale. Let’s not forget how many world-changing movements began right there at the grass roots.

Myth #8: “Science classes already cover this material.”

The final distorted belief I’ll discuss is that climate change education is unnecessary because students already learn about it in science class.

While some aspects of climate change may be covered in science classes, CCCE takes a more comprehensive and interdisciplinary approach. Climate change intersects widely across curricula, including social studies, economics, and health. By integrating climate education across different disciplines, students gain a deeper and more holistic understanding of its impacts and solutions. In return, this approach also helps students develop critical thinking and problem-solving skills that are applicable in multiple contexts, not just within the confines of science class.

Embracing the Facts

In conclusion, integrating critical climate change education into our school curricula is not about pushing a political agenda or overwhelming students with fear. Instead, it is about equipping the next generation with the knowledge and critical thinking skills needed to navigate the complex realities of our world, including the pressing issue of climate change. By dispelling myths and misconceptions, we can appreciate the value of a holistic, interdisciplinary approach that prepares students to become informed, proactive civic community members. Investing in CCCE is an investment in our future—ensuring that students are not only aware of the challenges they will face but are also empowered to be part of the solutions. As we move forward, it is imperative that we recognize the importance of climate literacy in fostering a more equitable, resilient, and sustainable world for all.