Recent studies reveal a growing global concern among young people about climate change and its impact on their lives. Half of children worldwide report that climate-related anxiety affects their daily experiences, while 70% of youth question the quality of the climate education they receive. Despite widespread recognition of the issue, an analysis of curricula across 100 countries found that 47% made no reference to climate change-particularly in high-emission nations-while countries most affected by climate impacts were more likely to include it. Although 95% of teachers believe climate change education is essential, only 40% feel confident teaching it, just 55% have received relevant training, and fewer than half report that their schools have an action plan in place.

This edited volume responds to these challenges by bringing together chapters written by teachers from multiple disciplines who share practical, classroom-based examples of how they and their students engage with the realities of climate change. Through lessons focused on the local impacts of extreme weather, sea-level rise, drought, heat, and wildfires-and their effects on lives, housing, food production, and health-these educators demonstrate how schools can empower students to understand, address, and act on the defining environmental issue of their time.

Alexandra Panos, University of South Florida
Assistant Professor of Literacy Studies and Affiliate Faculty in Measurement and Research in the College of Education at the University of South Florida. She completed her Ph. D. at Indiana University Bloomington with a focus on Literacy, Language, and Culture Education and Qualitative Inquiry Methodology.

Richard Beach, University of Minnesota
The author's primary research interest centers on understanding how secondary students respond to literature and media, particularly multicultural literature. His work explores how students' cultural beliefs, attitudes, and participation in various activities influence their interpretations of literary texts.

Fawn Canady, University of Southern Oregon
Assistant Professor of Literacy. Director of the NEH 2023 Human/Nature Summer Institute, climatefuturisms.com. Teaching and research in Teacher Education, ELA and Literacies, and multimodal writing, environmental and place-based literacies. Excited about: PK-12 ECCLPs Teaching and Learning Committee work.

Jill Castek, University of Arizona
Jill Castek is Professor in the department of Teaching, Learning, and Sociocultural Studies. Dr. Castek has a PhD from the University of Connecticut in Education Psychology emphasizing Cognition and Instruction with a focus on Literacy and Technology. She was a Neag fellow in the New Literacies Research Lab and completed a post-doc at the University of California, Berkeley working with the Learning Design Group at the Lawrence Hall of Science. A former teacher and literacy specialist,
Sarah Evans, Metropolitan Manchester University, UK
Editor of Transformations journal