IV 
117TH CONGRESS 
1ST SESSION 
H. RES. 29 
Supporting the teaching of climate change in schools. 
IN THE HOUSE OF REPRESENTATIVES 
JANUARY 11, 2021 
Ms. LEE of California (for herself, Ms. MOORE of Wisconsin, Mr. CONNOLLY, 
Mr. LEVIN of Michigan, Ms. SCHAKOWSKY, Mr. KHANNA, Mr. PANETTA, 
Mr. THOMPSON of Mississippi, Ms. JAYAPAL, Mr. ESPAILLAT, Ms. NOR-
TON, Mr. TONKO, Ms. CASTOR of Florida, Mrs. HAYES, Mrs. DINGELL, 
Mr. LOWENTHAL, Ms. ROYBAL-ALLARD, Ms. MENG, Mr. MORELLE, Ms. 
VELA´ZQUEZ, Mr. CLEAVER, Mr. BLUMENAUER, Mrs. WATSON COLEMAN, 
Ms. CLARKE of New York, Mr. HASTINGS, Mr. SIRES, and Mr. HIGGINS 
of New York) submitted the following resolution; which was referred to 
the Committee on Education and Labor 
RESOLUTION 
Supporting the teaching of climate change in schools. 
Whereas more than 80 percent of parents in the United 
States support the teaching of climate change; 
Whereas 86 percent of teachers in the United States feel that 
climate change should be taught in schools; 
Whereas 17 percent of teachers say they either do not have 
materials to teach climate change or they do not know 
enough about the subject to teach it; 
Whereas climate change is not a partisan or political issue; 
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•HRES 29 IH 
Whereas there is a broad consensus among climate scientists 
that the human activities contributing to increases in 
greenhouse gas emissions are the dominant cause of cli-
mate change; 
Whereas, to meaningfully act upon our changing climate and 
changed world, young people need education about its 
causes, consequences, anticipated future impacts, and 
possible solutions; 
Whereas climate change is a social justice, racial justice, and 
human rights issue; 
Whereas, according to the National Center for Science Edu-
cation, 37 States and the District of Columbia recognize 
human-caused climate change in their science education 
standards; 
Whereas the National Science Teaching Association, the Na-
tional Association of Geoscience Teachers, the National 
Association of Biology Teachers, and other professional 
organizations have called for greater support for science 
educators in teaching climate science and climate change; 
Whereas, in 2015, the California State PTA declared climate 
change a children’s issue; 
Whereas, in 2019, the California Association of School Psy-
chologists declared climate change a potential threat to 
the psychological and social development of children; 
Whereas climate change is threatening students’ communities 
with intensifying natural disasters, increasing tempera-
tures, rising sea levels, and other extreme weather 
threats; 
Whereas climate change disproportionately affects students of 
color and students in poverty, thereby exacerbating exist-
ing inequalities and limiting equality of opportunity; 
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•HRES 29 IH 
Whereas children represent a particularly vulnerable group 
because greenhouse gases emitted into the atmosphere 
will continue to accumulate over the coming decades and 
cause negative health outcomes; 
Whereas children are more vulnerable to the effects of cri-
teria air pollutants emitted during the burning of fossil 
fuels; 
Whereas Americans must unify behind addressing climate 
change for the good of this generation and all subsequent 
generations; 
Whereas school districts should explore district-wide sustain-
ability initiatives to educate students and reduce their 
carbon footprint; 
Whereas teaching climate change in schools will help students 
understand the human impact of climate change; 
Whereas teaching climate change in schools will help students 
understand that life on Earth depends on, is shaped by, 
and affects our climate; 
Whereas teaching climate change will help students develop 
energy literacy and may stimulate interest in STEM ca-
reers; 
Whereas teaching climate change will have consequences for 
Earth, human lives, and ecosystems around the world; 
Whereas when students engage in a climate change cur-
riculum, they can develop a greater sense of efficacy with 
respect to their capacity to address critical social and en-
vironmental issues; and 
Whereas the global impact of climate change and the urgency 
and magnitude of the challenge of addressing climate 
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•HRES 29 IH 
change will eventually fall on current students: Now, 
therefore, be it 
Resolved, That the House of Representatives— 
(1) supports teaching climate change in public 
and private schools at all grade levels; 
(2) encourages the Federal Government, States, 
localities, nonprofit organizations, schools, and com-
munity organizations to teach climate change in ap-
propriate programs and activities, with the goal of 
increasing public knowledge on the impacts that hu-
mans have on the climate; and 
(3) encourages school districts to provide robust 
resources to teachers and students so they can learn 
about climate change in a safe and open learning en-
vironment. 
Æ 
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