The scientific evidence for climate change and its effects is clear, but not universally understood. Important new research continues to inform our understanding of the scope of the problem and urgency of our response. In September 2017, a group of 34 climate scientists and educators from developing and developed countries issued a call for cooperation among educators, climate scientists and NGOs, specifically to empower schools and teachers to understand and teach the most current climate science. Our gathering will support both a deeper understanding of the science, and the development of new tools for education.


How do we understand and communicate the magnitude of the challenge of climate change to diverse audiences? Imagination and metaphor are incredibly important in the landscape of climate action, not just for communication, but also for inspiration and the care of places and communities.


Changemaking is a foundational disposition needed to face and tackle complex issues like climate change. Every student can be a changemaker — in the words of Ashoka, “fully equipped and inclined to change the world for the better.” This sense of agency, this “bias to action,” brings learning to life for the good of communities and society. Teachers, too, must be seen and supported as changemakers. We also believe that the worlds of science and changemaking need to grow closer together.


If, for the sake of the earth and its climate, everyone needs to understand science,  then science needs everyone; but today many students are kicked off of STEM pathways. Tragically, those students who are underrepresented in STEM fields are more likely to be from communities disproportionally affected by climate change.   The STEM++ movement shows how improving the who of STEM is connected to improving the why and how of STEM education.