From the GWPF (UK):
We have found examples of serious errors, misleading claims, and bias through inadequate treatment of climate issues in school teaching materials. These include many widely-used textbooks, teaching-support resources, and pupil projects.
The National Curriculum has recently been reviewed by the government, but the proposed changes seem unlikely to prevent such practices.
Surveys show that many children are upset and frightened by what they are told is happening to the climate.
Teachers and administrators have a fairly free hand to choose textbooks, other materials, visiting speakers and school trips for pupils provided they fit in with curricular goals. This raises the risk that some may select alarming and politically loaded sources in order to win children over to the ‘environmental cause’.
This ‘cause’ is often presented through the notion of ‘sustainability’, a poorlydefined catchword covering political and personal actions for which fundamental criticism is rarely entertained.
Many campaigning NGOs and other organisations with vested interests such as energy companies proffer teaching materials and other resources for use in schools. Some of it is presumably being used.
There are clear grounds for very serious concern. We therefore call upon the Secretary of State for Education and his counterparts in Scotland, Wales and Northern Ireland to undertake urgent inquiries into climate change education in our schools. Only a systematic evaluation of what is going on can determine the extent of the indoctrination as well as the emotional and educational harm to pupils that is undoubtedly resulting.
In other news, the kid who started ‘climate strike’ has connections: