If you’re keeping count, that’s six. As in, New York lawmakers have now introduced a sixth attempt to get climate change education written into the state’s K–12 science curriculum. The latest effort, Assembly Bill 8458 hit the floor last week, sponsored by Assembly member Phil Steck.
The pitch? Require climate change instruction for all students, grades 1 through 12, right where it belongs: in the science classroom.
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If it feels like déjà vu, that’s because it is. This bill is a twin of one already floating in the Senate (S6617) and echoes earlier efforts that have died quiet deaths in committee. Despite rising climate anxiety, wildfires on the news, and kids asking serious questions about their future, these bills have yet to get traction.
But this one’s timing could matter.
We’re seeing more teachers pushing for real climate literacy beyond the occasional Earth Day worksheet. Students want answers. Communities want preparedness. And the science? It’s not up for debate anymore. What’s up for debate is how quickly our classrooms can catch up.
For those of us in the trenches, the ask is pretty clear: Give us the mandate, sure but also give us the tools. Curriculum support. PD that doesn’t just rehash the carbon cycle. Resources for local, place-based climate learning that connects global science to neighborhood realities.
If New York passes this bill, it could be a turning point. If it doesn’t, well, it won’t be for lack of trying.
Because educators have always known this: ignoring the climate crisis won’t protect our kids. But teaching them the truth just might prepare them to fix it.
