In this chapter, Sarah Beardmore frames education as both a cause and a potential solution to the climate crisis. In terms of the latter, Beardmore explains that not only do resilient and inclusive schools provide better physical protection for young people and their teachers, but that inclusive pedagogies—based on local knowledge and the systemic understanding of ecosystems—can equip students with both the skills and the motivation to tackle the effects of climate change and climate injustice. Regarding the former, Beardmore argues, convincingly, that current education systems can serve to promote unsustainable, growth-centric economic models—models that perpetuate environmental destruction. In this regard, Beardmore calls for a change in how we educate people. Rather than exclusionary systems, rooted in rigid structure, competition, and standardisation, there is an urgent need for greater inclusion; there is a need for adaptive, relevant, community-centred systems that empower people and help to combat rising levels of inequality. While the connection between education and climate change is complex, one thing, as Beardmore notes, is clear: ‘Education systems are an untapped lever in driving a just transition towards a regenerative global economy that restores the life-systems of planet earth and addresses the trenchant inequalities that continue to divide societies.’