Climate change education in the United States is becoming a contentious issue, with growing concerns over textbook revisions, political influence, and teachers avoiding the topic due to fear of backlash. In states like Texas and Oklahoma, efforts to reshape how climate change is taught have intensified, reflecting broader debates over science, policy, and culture. Glenn Branch, deputy director of the National Center for Science Education, describes the situation as part of a larger "cultural war," where classrooms are increasingly seen as arenas for political conflict. In Florida, the Department of Education has mandated that textbook publishers alter climate-related content. Some texts now use the phrase "environmental changes" instead of "climate change" and avoid mentioning human contributions or the role of the fossil fuel industry. A high school student near Miami criticized the changes, saying they make climate change "resemble a catastrophe without a real cause, as if it had fallen from the sky." In May 2024, all references to climate change were removed from state laws, and some students in the area reportedly believe it is a "hoax or a political invention." In Texas, the University of Houston and Texas A&M have reclassified climate and environmental courses as non-essential under a new law set to take effect in 2025. Judy Dickey, a teacher at Texas A&M, expressed concern over the shift, noting that nearly 600 students had enrolled in the course in the past three years. Despite no explicit legal bans on teaching climate change, many educators avoid discussing it openly in class, fearing accusations of political bias or community backlash. Some schools have turned to groups like the Cleo Institute in Florida, which offers training and resources to help teachers navigate these challenges. Bertha Vazquez, director of the Teacher Institute for Evolutionary Science, warns of the dangers posed by climate change misinformation and underscores the need for teaching based on scientific evidence. In contrast, states like New Jersey have embraced a more inclusive approach, integrating climate topics into subjects such as Spanish. In New York, educators like Carolina Castro-Skehan have incorporated climate change into hands-on, community-focused projects, such as building community gardens. Rajul Pandya, a specialist in informal climate education, emphasizes the importance of teaching that is active, interdisciplinary, and rooted in local issues, aiming to help students understand the world around them rather than imposing specific beliefs.