Bridging the Gap: Empowering Rural Teachers to Navigate the Complex Terrain of Climate Science Education

Abstract Despite significant resources dedicated to climate science education, teachers often encounter unique challenges due to local cultural and social norms. This study investigates these challenges faced by teachers in rural Eastern Colorado when teaching anthropogenic climate change mandated in state academic standards. We explored teachers’ confidence in their knowledge, their belief in the importance of teaching this topic, and concerns about potential risks that influenced their teaching decisions. We found that teachers’ instructional choices are shaped by both their lack of understanding of the scientific evidence for climate change and concerns about community backlash. These findings highlight the need for support that goes beyond simply improving teachers’ scientific knowledge. We recommend 1) providing local examples to make climate science more relevant to students’ lives, 2) involving community members and school administrators in professional development to foster a supportive environment, and 3) partnering with trusted local figures, such as agricultural extension agents, to build bridges between scientific expertise and local knowledge.