Absolutely - all children currently in school, and all children in future, will face climate change as an existential threat to our societies in the UK and worldwide. It is vital that understanding and discussing climate be second nature to all children, in the same way that we would like the principles of fairness, equality and compassion be integrated into subjects - not in an way that detracts from the teaching of the subject, but to ensure these values are shared and recognised.

Yes - Green Party policy is for the introduction of a new Natural History GCSE, which will be mandatory for all GCSE students. This will include climate change and nature loss as key components. Pre-GCSE, climate change should also be taught with additional sensitivities regarding the worst climate impacts, keeping in mind the growing issue of climate anxiety among young people in the UK. Teaching about solutions and suggesting ways that children themselves can get involved in climate action if they would like to are the best ways to combat this climate anxiety, and so solutions should be a key part of climate education along with causes and impacts - this applies at all levels.

Yes - this is important firstly because teachers must be able to effectively and authoritatively talk about the climate crisis in an environment where so much misinformation and disinformation are being peddled, particularly to children on social media. But secondly, teachers are not just there to educate children in a particular subject - they also have roles as mentors, and can be enormously important in making sure children feel safe, respected and valued. Teachers are increasingly seeing their students suffering from climate anxiety, and a firm understanding of the complex issues around the climate crisis will enable them not just to teach around this subject, but also to empathise with and support children struggling with anxiety or other issues caused by the climate crisis.

Yes - we have a £2.5bn per year investment plan to ensure all school buildings are safe, upgrade older facilities, and bring down emissions from school buildings. There are also many excellent opportunities to engage teachers, students and parents in this - either directly, such as in our plan for gardens in every school which children can care for and see the food they grow be used directly in their school kitchen, or indirectly such as our support for renewables installations on public buildings, which in some circumstances can be used to provide power for nearby houses too or even be community-funded and owned, with profits democratically distributed to help with projects at the school or pay back those who helped fund the project. Other measures, such as insulation and replacing older windows and doors, will help keep schools warm/cool naturally, improving the internal environment and reducing health problems and additional financial burden caused by cold, damp, mouldy buildings, for example.

Yes - addressing the climate crisis will require a huge shift into green industries, and for students who'd like to be involved in these industries, green skills and training are essential. These encompass an enormous variety, from more manual skills through to maths and computing, and will be largely very transferable to other areas too in case students decide to shift their career plans or explore other opportunities.