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Recently, at an event hosted by New York City’s National Museum of the American Indian, a significant milestone was celebrated with the introduction of a new document titled “Climate Literacy: Essential Principles for Understanding and Addressing Climate Change.” It was met with enthusiasm by educators and federal employees alike.
This 52-page document, unveiled during Climate Week NYC, sets forth principles aimed at enhancing young people’s grasp of the scientific principles, competencies, and emotional responses necessary for navigating climate change—highlighting aspects of “hope” and “urgency.” Frank Niepold from the National Oceanic and Atmospheric Administration (NOAA) expressed hopes that this guide would see adoption across states and beyond. “This isn’t just for classroom teachers,” he mentioned. “It’s designed for all educators, communicators, and decision-makers.”
However, in a contrasting move, the Trump administration decided to cut funding for the primary federal program, the U.S. Global Change Research Program, responsible for producing climate education resources. Accompanying these budget cuts, NOAA and related agencies faced severe staffing reductions. Additionally, the original climate literacy guide was removed from its government web address, leading to a message indicating the page was no longer available.
In a press release issued that same week on April 8, the Department of Commerce argued that federally funded climate research had led to what it termed “exaggerated and implausible climate threats,” exacerbating a situation referred to as “climate anxiety” among American youth. The agency stated it would discontinue funding for K-12 educational initiatives pertaining to climate change.
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While climate anxiety among youth is acknowledged, research indicates that it often stems not from an excess of information, but from a lack of sound climate education. A recent national survey conducted by EdWeek and Aspen Institute’s This Is Planet Ed reveals concerning gaps in teenagers’ understanding:
- Only 12% of teens feel well-informed about the causes of climate change.
- A mere 54% can accurately identify human-induced greenhouse gas emissions as the primary driver of climate change.
- Only 42% recognize the overwhelming scientific consensus on human-caused climate change.
- Over half mistakenly believe that scientists are evenly split on the human influence on climate.
- 51% inaccurately think climate change harms the ozone layer directly.
- 57% believe that recycling significantly impacts climate change, ranking it as their top solution despite evidence suggesting other strategies—like reducing food waste or increasing solar energy—are far more effective.
Related: Education that convinces kids the world isn’t doomed
As the U.S. government withdraws from climate education initiatives and students grapple with fundamental concepts, other nations are making strides forward. The PISA (Programme for International Student Assessment) has announced plans to develop a climate literacy assessment to be included in the 2029 exam.
Andreas Schleicher, who leads PISA at the Organization for Economic Cooperation and Development, shared that this forthcoming test aims to empower students by fostering a sense of agency. He noted that the content will draw from pedagogical practices already integrated into education systems in countries like Japan and Canada.
In the U.S., some science educators are disseminating the climate literacy guide informally, akin to the “samizdat” of banned literature in previous eras. The state of Colorado has referenced the guide in its science standards review, while the University of Washington has incorporated it into its popular online resource, STEM Teaching Tools, serving a substantial audience every month.
Deb Morrison, an education consultant who contributed to the STEM Teaching Tools initiative, emphasized the urgency of this information release prior to the National Conference on Science Education in March, which hosted numerous sessions dedicated to climate education for teachers nationwide.
Related: Want teachers to teach climate change? You’ve got to train them
“Teachers in every state are addressing climate change,” Morrison pointed out. “They might navigate the varying perspectives in different regions, but teaching is still happening in places like Florida, Maine, Mississippi, Oregon, and Alabama.”
Nevertheless, Morrison cautioned that the removal of the guide from its official government site and the cessation of governmental climate data collection represents challenges not only for scientific literacy but for broader issues of equity, justice, and democracy. “We’re at a stage where decisions are made based on opinions or pseudo-expertise rather than evidence,” she remarked.
For Schleicher, the push for climate literacy through PISA is crucial for fostering international cooperation and understanding. He said, “In an era where misinformation thrives, science serves as a foundation for consensus on an evidence-based reality.” Achieving this is vital for envisioning a peaceful and prosperous future globally.
This article concludes my contributions to The Hechinger Report on the intersections between climate and education. I’ve explored numerous themes, including early education, traditional and Indigenous knowledge, and climate narratives in children’s media. My ongoing work will continue through various independent platforms.
Source
hechingerreport.org