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The concepts ‘school climate’ and ‘classroom climate’ refer to patterns of interpersonal relations that influence children’s learning and wellbeing. However, they are typically grounded in anthropocentricism and focus on human, rather than meteorological, relationships. Relatedly, climate change education is typically concerned with the climate as it exists outside the classroom. We advocate for increased attention to education  in  a changing climate. We argue that the concept of climatic-affective atmospheres can enable education to better attune and respond to children’s climatic relations as they unfold within and beyond school campuses. To do so, we trace the affective atmospheres of Australia’s 2019/2020 Black Summer of extreme bushfires and smoke pollution and the multiple ways children became entangled with these more-than-human forces. We explore children’s participation in political protests about the bushfires and climate change (including school strikes), and the ways the socio-meteorological atmospheres of the summer infiltrated and disrupted two school classrooms.

Education in a changing climate: reconceptualising school and classroom climate through the fiery atmos-fears of Australia’s Black summer