A parent emails to complain that you are pushing a political agenda or maybe it’s a governor raising concerns about balance. In class, a pupil says their dad thinks climate change is a hoax. These moments happen. They are happening more, not less, as the political temperature around climate action rises. And they can be genuinely uncomfortable – particularly for teachers who know the science is settled but feel exposed the moment the conversation tips from facts into solutions.
This post is a practical guide for navigating those moments.
First: understand the legal landscape
The law on this is actually more helpful than many teachers realise:
Section 406 of the Education Act 1996 requires schools to forbid the promotion of partisan political views in the teaching of any subject. Section 407 requires that where political issues arise, pupils are offered a balanced presentation of opposing views.
The DfE’s Political Impartiality in Schools guidance (2022) clarifies something crucial: the science of climate change is not a political issue. Teaching that climate change is real and human-caused is not political. It is scientific fact, mandated by the national curriculum.
What is potentially political, as so the duty of balance applies, is solutions. How fast should we decarbonise? Should we use nuclear power? What is the right balance between economic growth and emissions reduction? These are legitimate areas of political disagreement, and teachers should present a range of perspectives rather than promoting any one view.
The distinction matters enormously. You are not required to balance the science but you are required to balance the politics of solutions.
Key principle: The science is fact. The solutions are political. Know which side of that line you are on in any given moment.
Climamte change and politics: What ‘balance’ actually means in the classroom
The duty to present a balanced view does not mean pretending that all views are equally valid. It does not mean giving equal airtime to climate denial and climate science. As the National Education Union guidance makes clear: schools do not need to present misinformation such as claims that climate change is not occurring to provide balance.
Balance means helping pupils understand that reasonable people disagree about how to respond to climate change, and how quickly, and at what cost — while being clear that the underlying science is not in dispute. Pupils who understand why people disagree about policy – not just that they do – are better equipped to participate in the democratic conversation that will shape their future.
Practical scenarios – and how to handle them
Here are some of the most common difficult moments teachers face, with suggested responses.
- Scenario 1: A pupil says their parent doesn’t believe in climate change
What to say: ‘That’s an interesting perspective to raise. Let’s look at what the scientific evidence tells us, and then we can think about why some people find this a difficult topic.’
Why it works: You’re not dismissing the parent, and you’re not validating denial. You’re modelling exactly what good climate education looks like, in fact good education in general: looking at evidence, then thinking critically. You can acknowledge that the topic is contested in public life while being clear that the scientific consensus is robust.
If pushed: ‘Our job in this lesson is to understand what the science says. The IPCC is made up of thousands of scientists from across the world, and they are very clear on the evidence. What people disagree about is what we should do – and that’s something we can explore‘
- Scenario 2: A parent complains you are promoting a political agenda
What to say (in writing or in person): ‘Thank you for raising this. Climate change is part of the statutory national curriculum for both science and geography, and our lessons focus on the scientific evidence – which is what the curriculum requires. Where we discuss responses to climate change, we aim to present a range of perspectives rather than promote any particular view. I’d be happy to talk through what we’ve been covering if that would be helpful.’
Why it works: You are on solid legal and curriculum ground. Don’t be defensive be clear, professional, and open. Most parents, when they understand the distinction between the science and the politics of solutions, are reassured.
Important: Keep a record of the conversation and let your headteacher know. This protects you and allows the school to respond consistently if the issue is escalated.
- Scenario 3: A governor or senior leader questions the approach
What to say: (as with parents) ‘The DfE’s own guidance is clear that teaching the science of climate change is not political – it’s part of the statutory curriculum. Where we cover responses and solutions, we present a range of perspectives. I’d be happy to share the DfE guidance and the specific curriculum content if that would help.’
Why it works: You’re not arguing – you’re sharing the official position. The DfE guidance is publicly available and clearly support what good climate education looks like. It may be worth checking your union as well, if you are part of one.
Bring evidence: Print off the relevant section of the DfE guidance before any meeting. Being prepared signals professionalism and defuses the sense that this is a matter of personal opinion.
- Scenario 4: A pupil asks for your personal opinion on climate policy
What to say: ‘That’s a great question – and it’s one I’m going to dodge, deliberately. My job is to help you develop your own view, not to push mine. What I can tell you is what the evidence says, and what some of the different perspectives on solutions are. What do you think?’ (I used to get this lots in RE lessons).
Why it works: This is entirely in keeping with your legal duty, and it models something important – that teachers can hold back their own views in service of pupil thinking. It also turns the question back to the pupil, which is exactly where the thinking should be.
Note: This applies to policy and solutions. You do not need to pretend to be uncertain about the science!
- Scenario 5: The whole-school climate action plan feels politically charged
What to say to staff or governors: ‘A climate action plan is a DfE requirement, schools are expected to have one. It’s about how we manage the environmental impact of the school, which is an operational matter rather than a political one. The DfE guidance is clear that this is part of every school’s responsibilities.’
Why it works: Framing the climate action plan as a compliance and operational matter, which it is, removes the sense that it is a political project. Most people who question it are responding to the cultural noise around climate, not to the practical reality of what a school action plan involves.
Building your confidence before the moment arrives
The hardest time to think clearly is when someone is challenging you directly. The best preparation is to do the thinking in advance.
- Know the legal position. the DfE Political Impartiality guidance is readable and worth knowing. The NEU have a good summary at neu.org.uk
- Know the curriculum – be clear about what is statutory and what is additional.
- Know the distinction – science vs solutions. Practise articulating it until it comes naturally.
- Talk to your headteacher in advance – not because you need permission to teach the curriculum, but because having a shared understanding of the school’s position means you are not alone if a challenge arises.
- Document significant challenges – a brief note of what was said, when, and how you responded is good professional practice.
Remember: You are on firm ground. The science is settled, the curriculum is clear, and the DfE guidance supports good climate education. Confidence in that is the best preparation for any difficult conversation.
A note on the current political moment
It would be naive for us not to acknowledge the current context. In 2025 and 2026, climate scepticism has grown louder in some sections of UK politics and media. Reform UK’s rise, divisions within the Conservative Party, and a more volatile media environment have made some communities more sensitive to what they perceive as political influence in schools.
This does not change the legal position or the curriculum requirements. But it does mean that climate educators (and school leaders ) need to be more thoughtful, not less, about how they communicate what they are doing and why.
The answer is not to retreat but to be clearer. To lead with evidence, to distinguish science from politics, to involve parents in the conversation rather than presenting them with outcomes, and to be genuinely open to questions.
Young people are living with the consequences of climate change already. They deserve teachers who are willing to engage with this subject honestly, even when that takes courage.
The bottom line
Teaching about climate change is not a political act. It is a professional one — required by the curriculum, supported by the law, and essential for the young people in your care.
Where it gets genuinely political is when we start exploring solutions, trade-offs, and values – that complexity is itself worth teaching. Pupils who understand why people disagree about climate policy, who can weigh evidence and hold uncertainty, are better prepared for the world they are inheriting.
That is not political indoctrination.
That is education.
As I like to say – climate science is not the tooth fairy – I’m not asking you to believe in something.
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If you would like support developing staff confidence around climate education, or advice on communicating your school’s approach to parents and governors, get in touch.
References and further reading
DfE — Political Impartiality in Schools guidance (2022)
National Education Union — Resources for tackling the climate crisis
BERA — Challenges for climate change and sustainability education in England (June 2025)
UCL IOE — Teaching controversial issues in schools: challenges and opportunities (November 2025)
Teaching Citizenship — A Beginners Guide to Teaching Climate Change and Sustainability (Zoe Baker)
