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Climate Change Content quality


The study used a holistic learning framework to explore how climate change was taken up within the state standards and curriculum frameworks. Specifically, the study examined the degree to which the policies included a focus on all learning dimensions of cognitive, socio-emotional, and action-oriented. 

Number and type of holistic learning dimensions

This map shows the inclusion of climate change content by the number and type of holistic learning dimensions (i.e., cognitive, socio and emotional, and action-oriented) covered in state standards and curriculum frameworks. 

The states are coloured according to the number of learning dimensions covered by each jurisdiction, as shown in the legend.

The symbols illustrate the Cognitive learning dimensions (C in dots), the Social and Emotional learning dimension (SE in exes), and the Action-oriented learning dimension (A in plus signs).

Only 8% of jurisdictions’ standards and curriculum frameworks (4/51) included climate change content with a focus on all three holistic learning dimensions across the subjects of science and/or social studies. Twenty percent of jurisdictions (10/51) included climate change content covering two learning dimensions, and 73% of jurisdictions (37/51) only included climate change content covering one learning dimension.

Percentage of state standards or curriculum frameworks with climate change content focusing on the holistic learning dimensions 

Across the 115 state standards and curriculum frameworks with climate change content, 74% (85/115 policies) addressed the cognitive learning dimension, 10% (12/115 policies) addressed the socio-emotional learning dimension, and 7% (8/115 policies) addressed the action-oriented learning dimension.