This article has been updated to reflect 2026 data and recent developments.
Climate change has never been a consistent part of the school science curriculum. Some teachers have touched on the subject, but few have delved into the matter with the depth it requires for thorough understanding. Sometimes it is presented as a controversial theory, and at other times it is taught as irrefutable fact. Now, national and state science standards have helped streamline the educational approach to the subject of climate change.
About the New Standards
The science standards were created as a result of a partnership between the National Research Council and organizations including the American Association for the Advancement of Science and National Science Teachers Association. The non-profit group Achieve was also a part of the collaboration. Standards introduce the concept of climate change at a much younger grade and continue to expand on the subject throughout middle and high school. The standards, known as the Next Generation Science Standards, were released in 2013 and continue to influence science education in 2026. The National Academies of Sciences, Engineering, and Medicine provides information about the framework and standards that resulted from this work.
This video from Teacher TV offers an overview of climate change.
Until then, the only effort to establish national science standards was in 1996, when the National Science Education Standards were published by the National Research Council. However, few states did much to bring those standards into the classroom. In 2010, a new effort was launched to produce standards in science, and the National Research Council recruited other entities to provide a collaborative approach to their creation. The standards present more comprehensive information about climate change that gives students a full picture of how it is impacting the world today.
The Need for Standards
Early advocates for the standards said they would fill a gap left by the science curriculum at the time. Surveys cited during the development of the standards showed that many students in the U.S. did not learn much about the subject in school. They also indicated that relatively few students felt they were receiving information that provided them with a "good handle" on the subject of climate change.
Even when the subject is broached in earth science classes, many students in biology and chemistry courses do not reap the benefits of learning more about climate change. Reports on climate change have recommended sweeping changes in the science curriculum that would ensure students learn more about this subject in every applicable area of scientific study. The standards also start early, with plans for elementary students to develop an understanding that the earth is warming.
By the time a student enters middle school or junior high, the standards encourage the student to begin thinking about how human activity impacts the environment. The student then spends the middle school years learning more basic chemistry and biology that will help them embrace more complex principles of climate change by the time they are in high school. Middle school students should also begin to grasp the concept of how fossil fuel burning affects the overall temperature of the globe, according to the standards.
The broader expansion of science instruction is also reflected in Public School Review's discussion of STEM education in public schools.
States Adopting New Standards
The nationwide science standards are completely voluntary on a state-by-state basis. As of 2026, the adoption picture has changed considerably from the early years of the standards. According to the Next Generation Science Standards, 44 states and the District of Columbia have adopted the NGSS or standards based on the National Research Council's Framework for K-12 Science Education.
This video shows teachers how to teach climate change science.
Texas is one of the states that did not adopt the NGSS, and it did not adopt the Common Core standards in English and mathematics either. Texas prefers to produce its own standards for the children in the state.
In the past, the refusal of a large state like Texas to adopt new standards could have impacted the ability to add the standards to revised textbooks. However, the advent of online publishing and the ability of schools to access other digital resources has reduced the clout of the largest textbook buyers. This means science standards and aligned instructional materials can more easily go into effect with or without the support of states like Texas.
Challenges Facing Climate Change Teaching
The inclusion of climate change in science teaching in public schools will not be without its share of challenges. Educators have noted that information regarding climate change can be difficult for students to process. Plenty of thought has gone into how to present the material to students without overwhelming them. For example, standards and modern climate education resources include facts about how humans can take action to have a positive impact on the global warming trend.
The U.S. Global Change Research Program released the third edition of its Climate Literacy Guide in 2024, updating principles for understanding climate change and providing a resource for educators, communicators and other professionals.
This video explains how climate education and evolution are under attack in American society.
In addition, the controversy surrounding the idea of climate change from many conservative groups could spell trouble for some teachers and schools using the curriculum. Earlier surveys by the National Science Teachers Association found the subject of climate change in the classroom received protests from some teachers and parents, second only to evolution. Some teachers reported they had even experienced pressure from other teachers when they tried to broach the subject in the classroom, as the subject had become a bit of a political hot potato.
The issue continues to receive attention in 2026. The National Science Teaching Association states that climate change science should be taught throughout K-12 education and that instruction should be based on established scientific evidence.
Public schools have also expanded their attention to environmental issues beyond individual science lessons. Public School Review has examined this broader movement in Going Green: Should Public Schools Teach Green Lessons?.
The standards have now been introduced into classrooms for more than a decade, and textbook publishers, online education providers and government agencies have added substantial amounts of climate science material to instructional resources. The National Oceanic and Atmospheric Administration provides climate teaching resources that educators can use to support climate and energy education.
Time has shown that climate change has become a more established element of science curriculum in public schools across the country. However, exactly how the subject is taught continues to depend on state standards, local curriculum decisions and the resources available to individual schools and teachers.
