In this article framing the special issue on the global school strikes for climate, we ask: what if education is not the solution, but part of the system young people want to change? In conversation with school strikers and reflecting on the contributions to this issue, we argue that the strikes pose a reckoning for education. Five key themes emerge from this special issue: (1) students are striking because of the affective weight of climate injustice; (2) students learn through their participation in striking, in contrast to the often insufficient climate change education taught in schools; (3) young people are becoming climate change educators through their roles as strikers; (4) strikers are patronised through paternalistic structures (including schooling) that ostensibly exist to protect them; and therefore (5) we need to reimagine education. We then advance four propositions for education in response to young people’s modest demands for a liveable future: (1) young people are in and of the collapsing climate; (2) youth voices need to be taken seriously, without excusing adult and collective responsibilities; (3) multigenerational, more-than-human, intercultural collaborations must be practiced in education for climate justice; and (4) we must learn to navigate ontological uncertainty and attend to ethical complexity.

In 2018, Swedish teenager Greta Thunberg began a school strike that quickly spread across the globe. After a ritual strike every Friday by school pupils to call for urgent action against climate change had gone on for several months, what had become Fridays for Future (FFF) called for various global days of action throughout 2019, bringing millions of people out onto the streets in the largest climate protests in world history. Drawing on unique protest survey data on FFF events across European cities in 2019, this article explores the structural bases of organized collective mobilization for climate justice. Nuancing narratives that focus on either the privileged background of climate justice protesters or the environmentalism of the poor, our results show the heterogeneity of the social composition of the protests, suggesting the need for cross-class alliances for mass mobilizations. Moreover, our analysis reveals that the social background of protesters shaped their attitudes regarding what institutions and approaches can be relied upon to tackle climate and environmental challenges. This suggests an important and under-studied connection between social background and the strategic choices of environmental movements.