Presently, climate education falls within the remit of science, and predominantly geography. If we broaden this perspective to assess where climate literacy sits, it is a similar story. Climate literacy does not have a universal definition; however we do know it is not limited to ‘climate science’ knowledge. It includes understanding of actions and solutions, covering both personal, corporate and (inter-)governmental responsibility, and needs to instil a sense of hope in young people. With this definition in mind, climate literacy is also currently taught primarily in the geography classroom.

At COP27, UNESCO’s Stefania Giannini said ‘Education is the most transformational climate adaptation action’. For this to ring true the education provided needs to be relevant, up to date and accurate, preventing the perpetuation of common misconceptions.

Here we address eight of the commonest weather and climate misconceptions we have identified in teaching resources and assessment materials, and evidenced in responses to the Royal Meteorological Society’s annual climate literacy survey.