Climate change now occupies a central place in scientific, political, and social debates, yet its integration into the teaching of geography remains uneven across school levels and curricula. At a time when middle school programs are being renewed and after several years of implementation of upper secondary curricula, this special issue examines the actual place of climate change in school geography, from teacher training to classroom practices. Through a series of contributions combining scientific monitoring, territorial case studies, recruitment examinations, and innovative pedagogical approaches, it analyses the ways in which this complex, global, and multiscalar issue is appropriated. The dossier as a whole seeks to demonstrate how school geography can contribute both to the understanding of contemporary environmental change and to the formation of informed citizenship in the face of the climate challenges of the twenty-first century.