Ghana is one of the ten countries most-affected by Radical Climate and Environmental Transformation (RCET) in Africa. For many youth in Ghana, in the face of shrinking ecological commons, many pathways to survival and resilience are rapidly closing. This chapter: 1) examines the new pre-tertiary curriculum being deployed in Ghana, 2) briefly outlines data collected through extended ethnographic research with youth in Ghana that examined how RCET was impacting their lives and approaches to future life-making, and 3) brings these two bodies of data into conversation with one another to ask if and how formal schooling and curricula might play a more positive role in supporting individual, communal, and national resilience to RCET. While the curriculum represents a shift toward addressing adaptation and resilience, its individualized, scientized, and growth-oriented framework often fails to resonate with youth's experiences and understandings of RCET. The analysis reveals key disconnects between curricular policy and youth realities, revealing how formal schooling's structures and logics limit transformative teaching and learning about the socio-economic and political systems that hold up the legacies and continuities of RCET. Findings point to the need for ecological commons frameworks across formal, non-formal, and informal spaces for learning about and responding to RCET.