Two outlets report that climate education in Australian schools is uneven and that teachers often lack adequate time and resources to deliver it effectively. The coverage highlights that educators may be left to manage the “complex and emotionally charged” subject matter with limited guidance, which can lead to inconsistent teaching practices. Both sources emphasize that the challenge is not only the scientific content, but also how climate change is communicated in ways that are accurate and appropriate for students. They argue that teachers need additional support to navigate curriculum requirements and classroom discussions. The reports point to the risk of gaps in learning when climate topics are handled inconsistently or without sufficient professional assistance. Overall, the articles call for better resourcing and clearer help for teachers to ensure climate change education is delivered consistently and in a way that supports student understanding.