View in EDS

Implementing Climate Change Education in the United States: A Meso-Level Analysis of School Systems

Saved in:
Bibliographic Details
Title: Implementing Climate Change Education in the United States: A Meso-Level Analysis of School Systems
Language: English
Authors: David E. Long (ORCID 0000-0003-3839-903X), Rachel S. White, Joseph A. Henderson
Source: Policy Futures in Education. 2026 24(2):224-239.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 16
Publication Date: 2026
Document Type: Journal Articles
Reports - Descriptive
Education Level: Elementary Secondary Education
Descriptors: Climate, Environmental Education, Program Implementation, Elementary Secondary Education, Science Education, Creationism, Evolution, Administrator Role, Principals, Superintendents, Cultural Influences, Community Influence, Educational Policy, Professional Development, Controversial Issues (Course Content)
DOI: 10.1177/14782103251374378
ISSN: 1478-2103
Abstract: The field of climate change education is growing, with most research efforts focused on what represents effective teaching while having little to say about the structural obstacles to enacting the curriculum. This essay examines what we know about climate change education implementation from a meso-level structural perspective, accounting for the levels of school organization and permission structures that must be in place to effectively enact climate change education at scale. Using cautionary lessons from the history of creationism and evolution education, we examine what is known and not known about (a) the teaching of climate change science in K-12 schools, (b) the levels of administrative support among principals and superintendents, and (c) the community and cultural factors such as school boards that affect decisions to teach about the changing climate. We conclude by developing productive lines of research to better understand the blank spots of climate change education in the American educational structure.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1499401
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1499401
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Implementing Climate Change Education in the United States: A Meso-Level Analysis of School Systems
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22David+E%2E+Long%22">David E. Long</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3839-903X">0000-0003-3839-903X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Rachel+S%2E+White%22">Rachel S. White</searchLink><br /><searchLink fieldCode="AR" term="%22Joseph+A%2E+Henderson%22">Joseph A. Henderson</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Policy+Futures+in+Education%22"><i>Policy Futures in Education</i></searchLink>. 2026 24(2):224-239.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 16
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Descriptive
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Climate%22">Climate</searchLink><br /><searchLink fieldCode="DE" term="%22Environmental+Education%22">Environmental Education</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Implementation%22">Program Implementation</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Education%22">Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Creationism%22">Creationism</searchLink><br /><searchLink fieldCode="DE" term="%22Evolution%22">Evolution</searchLink><br /><searchLink fieldCode="DE" term="%22Administrator+Role%22">Administrator Role</searchLink><br /><searchLink fieldCode="DE" term="%22Principals%22">Principals</searchLink><br /><searchLink fieldCode="DE" term="%22Superintendents%22">Superintendents</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Influences%22">Cultural Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Community+Influence%22">Community Influence</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Development%22">Professional Development</searchLink><br /><searchLink fieldCode="DE" term="%22Controversial+Issues+%28Course+Content%29%22">Controversial Issues (Course Content)</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1177/14782103251374378
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1478-2103
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The field of climate change education is growing, with most research efforts focused on what represents effective teaching while having little to say about the structural obstacles to enacting the curriculum. This essay examines what we know about climate change education implementation from a meso-level structural perspective, accounting for the levels of school organization and permission structures that must be in place to effectively enact climate change education at scale. Using cautionary lessons from the history of creationism and evolution education, we examine what is known and not known about (a) the teaching of climate change science in K-12 schools, (b) the levels of administrative support among principals and superintendents, and (c) the community and cultural factors such as school boards that affect decisions to teach about the changing climate. We conclude by developing productive lines of research to better understand the blank spots of climate change education in the American educational structure.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1499401
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1499401
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1177/14782103251374378
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
        StartPage: 224
    Subjects:
      – SubjectFull: Climate
        Type: general
      – SubjectFull: Environmental Education
        Type: general
      – SubjectFull: Program Implementation
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Science Education
        Type: general
      – SubjectFull: Creationism
        Type: general
      – SubjectFull: Evolution
        Type: general
      – SubjectFull: Administrator Role
        Type: general
      – SubjectFull: Principals
        Type: general
      – SubjectFull: Superintendents
        Type: general
      – SubjectFull: Cultural Influences
        Type: general
      – SubjectFull: Community Influence
        Type: general
      – SubjectFull: Educational Policy
        Type: general
      – SubjectFull: Professional Development
        Type: general
      – SubjectFull: Controversial Issues (Course Content)
        Type: general
    Titles:
      – TitleFull: Implementing Climate Change Education in the United States: A Meso-Level Analysis of School Systems
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: David E. Long
      – PersonEntity:
          Name:
            NameFull: Rachel S. White
      – PersonEntity:
          Name:
            NameFull: Joseph A. Henderson
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 03
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-electronic
              Value: 1478-2103
          Numbering:
            – Type: volume
              Value: 24
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: Policy Futures in Education
              Type: main
ResultId 1