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Only 9% of Canadian students learn about climate change often in school, while 42% say it's rarely or never discussed in the classroom.

These are some of the concerning findings from the new 2025 national survey at the nonprofit , where I serve as a research consultant. Our team surveyed over 4,200 people, including students, educators, parents and the general public.

The report, called "," reveals a widening gap between public concern and the education system's lack of response.

We conducted the survey in partnership with the pollster Leger and supported by the federal government. It comes at a critical moment as Canadians grapple with and growing recognition that .

The message is clear: Canadians want schools to do more. A strong majority of respondents (62%) believe climate change should be a high priority in education. More than half (56%) believe it should be taught by all teachers.

Understanding is slipping

According to the survey, 80% of Canadians accept that climate change is real and impacting their lives. Most (67%) believe we are in a climate emergency, yet this belief has .

Also slipping is Canadians' understanding of climate change, as the pass rate for the dipped to 57% in 2025 from 67% in 2022.

Fewer respondents correctly identified human activities as the primary cause of climate change, or named greenhouse gas emissions as the predominant factor. Many still mistakenly believe the ozone hole is to blame, highlighting one of many persistent .

Also concerning was the increase in Canadians who felt that the seriousness of climate change is exaggerated.

noted a similar decline in public perception of how much of a threat climate change poses. In 2023, 44% of Canadians said reducing carbon emissions was a top energy policy priority. By 2025, that number had dropped to 31%.

due to competing economic pressures, global instability and political polarization.

Misinformation adds to the challenge

The LSF survey highlights Canadians' dissatisfaction with climate education. When asked to grade schools on how well they were addressing climate change issues, only 4% gave schools an "A." Three-quarters of Canadians gave a "C" or lower.

One dominant concern included addressing the spread of . Only 17% of Canadians felt confident in their ability to distinguish between real and false climate news.

Misinformation is a growing barrier to public understanding and action on climate issues. For many young people, is a dominant source of climate information, but it's not always a reliable one.

To address this, almost 80% of respondents, and in particular 87% of educators, agree that climate education in schools should focus more on .

Teachers willing, but under-supported

The good news is that almost half of the educators we surveyed felt confident about their ability to teach climate change. Many are incorporating more climate-related projects and lifestyle and consumer changes into the classroom.

However, many barriers remain. Most educators still spend fewer than 10 hours per year on climate topics, and 42% rarely address it at all. A full 60% of teachers told us they want to do more but need professional development to feel equipped.

Teachers need more time, resources and strategies to address how climate change connects to broader issues like mental health, social justice and Indigenous knowledge.

Educators are also seeking a school-wide culture that promotes climate change education, but nearly half said they lack support from their principal or .

Unsurprisingly, given the global nature of climate change, the challenges voiced by educators are not unique to Canada. Surveys of and found they face similar obstacles, compounded by low teacher confidence, and leadership not supporting climate change as a priority.

Students need the opportunity

One of the most hopeful takeaways is that students want to learn more about climate change at school, beginning in the early grades. When asked what they would tell their teacher, students told us they wanted lessons that go beyond the science to include real-world solutions and personal empowerment.

They called for open classroom discussions, a clearer understanding of the impacts of climate change and concrete strategies for action.

As one student put it: "Present it to me in a way that's relevant, that I can understand, and tell me how I can personally make an impact."

Another added, "Everyone needs to do their part or nothing will change!"

These appeals echo those from the recent survey, which found young people want adults to take the climate crisis more seriously and step up to help solve it.

A path forward

The LSF survey found that 76% of respondents recognize that systemic change is needed to address climate challenges, yet only 19% believe government is doing a good job.

This suggests strong public demand for policy action. Canadian governments must introduce mandatory climate curriculum standards, increased funding for teacher professional learning and resources, and transformative teaching strategies to foster critical thinking and empowerment.

Almost 70% of respondents said they believe young people can inspire important climate action. Supporting school-wide cultures that embrace sustainability isn't just good teaching—it's a pathway to broader social change.

Now more than ever, we need a that values climate learning as a core competency. Policymakers and education leaders must rise to meet this challenge before another generation of students graduate feeling unprepared to face the defining issue of their time.

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