‘They don’t teach what we need to know’: Israeli youth activists challenge school climate change education

This study examined the experiences of Israeli youths involved in climate activism, focusing on the role of schools in either supporting or hindering their engagement. Grounded in social movements theory, the research examined environmental citizenship and explored how Israeli youths perceive the role of schools in promoting climate change education (CCE). Using qualitative phenomenological approach, we conducted 19 interviews with youths participating in climate protests and analyzed the vision statements of their schools. The findings reveal a disconnect between young climate activists and their schools, which they perceive as ineffective in supporting environmental action. Students viewed their schools as operating within outdated frameworks that fail to address environmental challenges. As part of the education system, schools do not succeed in providing students with adequate resources, skills, and emotional support to effectively address climate issues. The results suggest a growing divergence between traditional education systems and climate-engaged youths. This trend reflects students’ perception that educational institutions neither serve as effective partners in climate advocacy nor offer spaces that meaningfully acknowledge their environmental concerns. Based on these findings, we recommend the following policy measures: Integrate CCE across disciplines through curriculum restructuring; establish formal mechanisms for youth participation in school-based environmental decision-making; provide professional development for educators on CCE and eco-anxiety support; create dedicated spaces within schools for climate activism; and develop recognition systems for environmental engagement as legitimate educational outcomes. Implementing these changes would help bridge the gap between schools and environmentally engaged youth.