Discovering Climate Change: What Are Students Really Learning? Insights from DW – 10/10/2025

Jeff Grant has an extraordinary knack for sparking curiosity in young minds. He reminisces about his own childhood, where exploring nature and discussing the outdoors with his family ignited a passion for science. Today, he channels that passion into teaching high school students in Illinois about important topics, including climate change.

It’s striking to think that many 18-year-olds don’t know how to grow plants or understand basic gardening concepts. Jeff often shares stories about students checking on their budding plants in class. They call them their “babies,” and it’s heartwarming to see their excitement. He believes that curiosity is inherent in all of us; it just needs to be encouraged.

The role of science teachers, like Jeff, has evolved significantly, especially in the context of climate education. Many educators feel the pressure to cover complex material without the resources or backing they need. A recent report by the Aspen Institute revealed that only 12% of U.S. teens believe they know a lot about climate change. This knowledge gap is concerning, especially when we consider that today’s students will be future voters and decision-makers.

Experts like Glenn Branch from the National Center for Science Education emphasize the necessity of equipping students with accurate information. He points out that around 15 years ago, climate change education faced growing challenges, especially with attempts to undermine it. Current educational standards do mention climate change, but without a unified curriculum in the U.S., outcomes can vary widely depending on local decisions. Glenn advocates for making climate issues relevant to students, using local impacts to illustrate global phenomena.

For Jeff, this means linking lessons about climate change to local weather patterns, such as increased tornadoes in Illinois. He strives to make the material relatable, often bringing in real-world data his students can observe firsthand.

Meanwhile, in Oklahoma, Melissa Lau, an environmental science teacher, faces her own challenges. During her time working with researchers, she witnessed the direct effects of climate change. This experience inspired her to incorporate climate education into her curriculum, despite potential pushback. Melissa has found that personal connections—like her ties to the agricultural community—help her navigate difficult discussions with students and their families.

Many teachers like her grapple with how to approach climate change without igniting political debates. As Melissa notes, discussing climate change can become contentious, but framing it as a “changing climate” allows for meaningful conversations. This method helps her students relate the issue to their lives, especially in agriculture where changes are evident.

Both Jeff and Melissa recognize the challenge posed by industry efforts to influence education. In states like Oklahoma, fossil fuel companies offer attractive professional development programs to teachers, which can sometimes cloud the teaching of climate science. Melissa pointed out how these programs create a false sense of balance, obscuring the urgent need for change.

As for the efficacy of current educational approaches, awareness about the effects of climate change is essential. Expecting educators to teach subjects they weren’t trained in presents a significant hurdle, and the misinformation spread by certain groups only complicates matters.

Yet, there is hope. Jeff recently organized a climate education conference that drew hundreds of teachers eager to learn and share. The enthusiasm was palpable, demonstrating a collective willingness to engage with climate issues seriously.

As climate science education continues to grapple with challenges, the persistence and creativity of dedicated teachers like Jeff and Melissa are vital. Their students are not only learning about the complexities of the climate crisis but also how they can contribute to solutions. It’s an empowering journey for both students and educators—one that offers a glimpse into a more informed and proactive future.



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