Climate Myth Busting

This is the content of a talk I gave on a lunchtime Teams meeting with members of the Public and Commercial Services Union (PCS) as part of a series they are holding this week to help kick start the Year of Trade Union Climate Action. Now that, for the first time, elements of the far right launched a physical attack on a climate march in Manchester at the weekend we can see how weaponised lies have violent consequences; making combatting them all the more urgent.

What I aim to do in this brief talk is identify the main sorts of climate denialist mythmaking – firstly on the science, secondly on the social and economic front – identify where they come from and why they can be so potent and suggest sources of info to counter them.

The overarching aim of climate misinformation is to muddy the science, to confuse, deflect and delay. As such it doesn’t have to be coherent or consistent.

Climate Science itself is very clear.

1 Gases like CO2 and methane trap heat in the atmosphere. As you add more of them, you trap more heat. Do this continuously and you will get a trend of global heating – a greenhouse effect.

2 The main source of greenhouse gases is industrial and agricultural activity, primarily burning fossil fuels. Since the start of the industrial revolution in around 1750 the concentration of CO2 in the atmosphere has been pumped up from 280ppm to around 425 ppm today.

You sometimes get people who say that temperatures aren’t rising, most often as sarcky asides during cold snaps – where’s that global warming then, huh? But most people most of the time now know temperatures are going up, because its what they are experiencing. The hottest years on record are all in the last ten.

So the arguments you tend to get are that that these rising temperatures aren’t due to greenhouse gases but due to other “natural” factors. Temperature has always varied. Its been hotter and colder in the past. Its all due to other, natural factors that are way more powerful than anything we are doing. All these arguments amount to an absurd proposition. That you can add 145ppm of ghgs into the atmosphere in just under 300 years with no effect whatsoever.

Nevertheless, to briefly touch on these arguments

1 Volcanic activity tends to have a cooling effect. The year without a summer in 1816 caused by the eruption of Mount Tambora. Not a useful explanation for things generally heating up.

2 Solar activity goes in cycles and in the last 40 years the variation as been below 0.1%. Since 1750, the burning of FFs has had 270 times the impact of solar activity. So, no explanation there.

3 Long term variations in the Earths orbit and tilt, caused by the gravitational pull of the larger planets, which have indeed been responsible for much more dramatic shifts in global temperature than we are seeing now, “snowball Earth”, forests at the South Pole, go in what are called Milankovitch cycles which take place over 100s of 1000s of years. The cycle we are in the middle of now would imply a slight cooling effect at the moment, if we weren’t forcing the pace. So, yes, things have been significantly hotter and colder at points in the past, but those factors are not operating now, while the forcing effect of greenhouse gas emissions IS happening now.

One last one on the science. Farage and the like express incredulity that CO2 is classed as “pollution” when it is actually plant food. A wonderful illustration of the principle that a little knowledge can be a dangerous thing. CO2 is NOT classed as pollution – paradoxically pollution has tended to act to cool the atmosphere, and successful attempts to clean it up, like in China in the last decade or so, has accelerated heating. CO2 is a greenhouse gas. And that’s the problem. It does encourage some plant growth, but this is limited, and counteracted by the impact on plants of rising temperatures on habitats – as trees can’t migrate – and extreme weather on harvests. As we’ve seen in the UK in the last couple of years. And as rising chocolate and coffee prices are witness.

Leaving aside social media, and the algorithms promoted by big tech, which generate excessive attention for emotive misinformation – if you read most UK newspapers you get a very weird and hyped view of the world just from their choice of adjectives.

Climate targets are always “unhinged”, or “lunatic”, or “eye watering”. Politicians identified with them, like Ed Miliband, are always “swivel eyed” or “eco loons” or “hypocrites”.

Renewable energy is always derided as “expensive” and/or “unreliable”.

All of these are free floating. They don’t attach to any reasoned argument, but the constant repetition of “the eye watering costs of net zero” creates a delusion that is taken for granted. Its what the press does on many issues of course.

This venom is being generated from the fossil fuel industry and its political tools, from Trump to Farage to Claire Coutinho.

Like any industry facing an existential threat to its profits FF companies are acting with the same sense of social responsibility as the asbestos and tobacco companies did before them in denying any association between their products and cancer – and are acting from the same playbook – funding “think tanks”, buying up lobbyists and astroturf media outlets like GB News, running bot farms to deny, deflect and delay.

As they now Donald Trump in the White House, pushing for “Global US Energy Dominance” through doubling down on fossil fuels and trying to force the rest of the world to do the same – they now have control of the world’s biggest bully pulpit to speak power to truth.

Part of this is an ideological war on reality. Defunding and closing down government departments scientific and academic bodies that research or monitor or regulate climate impacts or wider harms to the environment, banning use of climate related terms in government documents, even setting up a Federal body to edit academic papers so that they don’t challenge the Administration’s line that “climate change is a hoax”. US academics at international conferences have taken to using burner phones.

This works very directly at home, and there is straight government to government pressure to shift policy against renewable energy, but through the immense financial clout of FF billionaires they are also funding pro Fossil Fuel political formations like Reform in the UK, to which the more traditional Right is bending. As Kemi Badenoch put it to the FT in the summer, for the Conservatives now “the model is Javier Millei”.

The formula that the BBC use about this is “the political consensus on net zero has broken”. What they do not note is that the scientific consensus has NOT. What was a 97% agreement on the human causes of climate change among scientists according to surveys in 2013 has now risen to 99%. We need to be clear that what this means is that Parties like Reform and the Conservatives do not have a policy that grasps reality, which means that having an “impartial” or “balanced” debate on this issue gives undue weight and attention to bad faith fantasists.

Looking at some of the things they say.

Overall, its going to cost too much to meet NZ targets. As if doing nothing, or doing things more slowly, can be done with impunity. We are already in a situation in which the costs of failing to act earlier are starting to hit us. “Natural” disasters are becoming more intense and frequent. Recovering from them increasingly costly and debilitating. Parts of Canada, Florida and California and the rest of the world are becoming uninsurable. The UK environment agency has projected that 1 in 4 UK homes will be at risk of flooding by 2050. And, in a sign of the decline of business ethics that comes with this, a third of the victims of the recent US wildfires were subject to scams in the aftermath. We will have reached a civilisational tipping point when the costs and effort involved in recovery is too great, as we are hit by one impact after another like a flurry of blows from a boxer that will KO us. The OBR has projected that, if unaddressed, climate related risks could drive the UK’s national debt to 270% of GDP by 2070, up from less than 100% today. THAT would be eye watering.

By contrast, the OBR also projects that the cost of meeting the UK’s net zero targets over the 25 years to 2050 is £116 billion; less than £70 per person per year, or 19p per person per day. Are anyone’s eyes watering at the prospect of that. A snip at the price I’d say, and certainly worth the investment to secure a liveable planet for our grandchildren.

Specific arguments they raise…

  • The UK is only 1% of emissions, so what we do doesn’t matter.

The UK is responsible for its 1%, as every other country is responsible. No one gets a free pass, or is entitled to freeload on the efforts of others. The UK’s historic emission are far higher than average or our fair share, one estimate in the Lancet was that it was 7%. That’s from a few years ago and might be on the high side as estimates go, but we do have some living down to do. Also, emissions by consumption in the UK are 2% of the global total, so we have to carry our own can.

  • The UK is ahead of other countries, taking on an unfair burden and there are no prizes for coming first

This isn’t an approach they’d advocate for the Olympics, but the prize is a liveable planet; rather more important than a gold medal and worth forcing the pace on.

The UK is not in the lead. We are about seventh – which is pretty good and we should be proud of it – but this isn’t about where we are in relation to other countries, and wanting to slack off and drop back into the pack that’s just jogging along and hoping for the best, its grasping the fact that the faster we move the more we limit the damage. That’s the prize.

  • What’s the point of the UK doing anything when China/India…?

There’s a point because if we weren’t doing anything, everything would be worse, irrespective of what anyone else does.

In the case of China, which has a per capita carbon footprint somewhat higher than the UK but half that of the US, its emissions are peaking and have been at a plateau for about 18 months. Coal production has peaked and their coal fired power stations are currently operating at about 50% capacity as they are redefined as back up. The projection from the IEA and others is that China’s emissions will fall much more quickly than they have in the developed countries because their deployment of renewable energy and EVs is on such a vast and rapid scale – solar farms the size of Bristol. This is having a knock on effect globally, with the export of renewable technology alone knocking 1% off global emissions last year and the impact of EVs replace FF cars significantly reducing global oil demand. India is also moving very fast towards renewables and their per capita carbon footprint is about half that of the UK. Its worth noting that 60% of developing countries are more advanced in getting their electricity from renewable sources, and electrifying their entire energy supply, than the US is.

  • Your energy bills are high because of “stupid net zero”

UK energy bills are high because 1. they are set by the price of gas, which is higher than the cost of electricity generated from renewable sources. In fact Analysis by the Energy and Climate Intelligence Unit (ECIU) shows that in 2024 UK wholesale electricity prices would have been over 30 per cent higher if there had been no wind power generated in the UK 2. 25% of the bill goes in profits for the energy companies.

  • Heat pumps don’t work when its cold

This will come as an enormous surprise to the 60% of people who use them in Norway.

  • EVs have a higher carbon footprint than FF cars

The manufacture of EVs is more carbon intense than for FF cars, but over their lifetime, the impact of the manufacture is cancelled out after about 2 years or 15,000 miles. As batteries become more efficient and last longer, this will become ever more the case. And, in passing, all the elements of batteries, and wind turbines for that matter, can be recycled, so we are not going to be left with mountains of toxic waste (as if we don’t have that now, take a trip to Rainham).

  • We can’t stop global heating, we just have to live with it

Trying to implement the Paris Agreement has cut the projected increase in global temperatures for 2100 from a catastrophic 4C to 2.8C on current policies and between 2.3 – 2.5C on current pledges. That’s still bad, but we’re moving in the right direction and need to accelerate not slack off. Every 10th of a degree makes a difference to how damaging and costly this will be.

Adaptation without mitigation would be impossible because the damage would be so severe that we couldn’t cope with it. Swiss Re has compiled a list of countries that are most likely to face ecological collapse if heating is left unabated. It starts with South Africa and Australia, which the rest of the world might be able to cope with, but number three on the list is India; one in every 5 people on the planet, with conditions deteriorating everywhere else too. Nightmare.

It ain’t (just) what you do, its the way that you do it

Some genuine problems are built into not transition itself, but the way its being done. An example is the botched insulation schemes run by successive governments which have been based on providing subsidies for householders to employ barely competent, or downright fraudulent, white van men – with the same sense of social responsibility as the FF companies – to use inappropriate materials, installed in an inappropriate way leading to 93% of them causing black mould and having to be redone. This growing wheat in flower pots, consumer led approach takes the fly by night, fragmented, micro business dominated UK construction industry as a given and will continue to cause disasters if persisted with in any warm homes programme. What we need instead is a proper level of investment in the reconstruction of Local Authority Direct Labour Organisations, with properly trained and educated unionised workers (who see insulation as part of a social mission to rescue their communities and therefore see their work as important to get right and a source of pride, not just a job) through local FE colleges, working on a street by street plan to get the maximum economies of scale, insulating the areas with the worst fuel poverty first to get the earliest and greatest reduction in costs, in fuel use and carbon emissions and all the health benefits that flow from that (including the mental health benefits of no longer being under the cosh from the meter).

What UK school leavers do – and do not – understand about the climate crisis; and why this is a problem.

The conclusions of the December 2024 research report into climate literacy among school leavers in England makes worrying reading. The survey conclusions are republished below.

  • My comments are in italics.

Through asking a selected sample of Year 11 school leavers in England a broad range of questions, this survey presents a nuanced view of climate literacy amongst school leavers. While there is a general awareness of anthropogenic global warming as a cause of climate change and its global impacts, there are several knowledge gaps and misconceptions demonstrated by the responses collected.


Basic knowledge:
While most school leavers recall having been taught about climate change, only just over half remember having covered it in their last year at school.

  • As Climate change is an existential crisis for humanity, for almost half of students to go sailing through a year of school without being challenged to consider any aspect of it shows an alarming level of baked in complacency that we need to change.


There is a general understanding that the climate has warmed, but many overestimate the extent of warming since 1850. This specifically highlights a poor understanding of messaging related to limiting climate change to within 1.5°C/ 2°C, as many school leavers thought that the climate had already warmed more than this.

  • This fits with a sort of “common sense” approach that uses shifts in temperature in everyday experience of weather as a benchmark. In that, a shift or 1 or 2 degerees doesn’t seem like much, but as an average shift across the whole planet, it has enormous consequences. Students will be seeing an increasing series of news items – on TV or social media – that show these disastrous impacts. The fires in LA and recent storms and floods here will be the latest. Stressing that these impacts are happening at just a 1.2C average increase; so increases above 1.5C or 2C will be so much worse, is essential to challenge this. Some students will have experienced climate impacts, like these: 1. “A primary school in Carlisle had classroom windows blown in during a lesson today, leading to kids diving under their desks. 86mph winds predicted and some HTs “bravely” opened. We’ve got a long way to go on the notion of “adapatation” as well as prevention.” 2. A school in Teeside evacuated due to storm damage after students placed on ‘lockdown’ https://www.gazettelive.co.uk/news/teesside-news/egglescliffe-school-evacuated-stockton-storm-30857248 These are new impacts that will become more common, so staff and students, LAs and Multi Academy Trusts should be aware of them and adapt their risk assessments accordingly.


Most school leavers are ‘fairly concerned’ about climate change but, for those communicating on climate change, it is worth noting that more are ‘not very’ or ‘not at all’ concerned about climate change than are ‘very concerned’.

  • Without wanting students to be overwhelmed by anxiety, being lulled into complacency is doing them a profound disservice. It provides a foundation based on misunderstanding that allows for policies that backslide in a way that puts all our futures at risk.

Unsurprisingly, there is a correlation between those school leavers who think that climate change will affect them directly and those who are concerned about climate change.

  • The obvious question here is, on what basis does anyone think climate change will not affect them? Recognising that this is a threat to all of us is the foundation for the necessary debates, policies and actions.


A substantial proportion do not appreciate that future global warming can still be limited or avoided.

  • Students should not be left with this false impression. It leads to despair, fatalism, or indifference; none of which will help them address the crisis, either as individuals or citizens.

Causes of climate change
Most school leavers can identify carbon dioxide and methane as greenhouse gases and recognise that greenhouse gases affect the temperature of the Earth, but there are misconceptions regarding their respective sources. Similarly, whilst understanding of fossil fuels as a source of carbon dioxide is generally good, in general, the impact of natural causes of changes in the Earth’s climate and, in particular, orbital changes, are overstated. There is a lack of awareness of the contribution of cement to greenhouse gas emissions and uncertainty around wider sustainability issues relating to the production and use of plastics.

  • The confusion around natural causes is understandable, given that in the long term – before humans -they have been more significant. It is important to clarify this because this fact is used to confuse understanding of what is happening now by ignoring the timescale for variations in the Earth’s orbit and tilt, which are over hundreds of thousands of years, and the impacts of solar activity (which on its own has been having a slightly cooling effect for the last few decades) or volcanoes, which tend to have a significant, but short term, cooling effect when they erupt.
  • The misunderstandings about the causes of carbon emissions probably reflects the fact that a lot of cross school interventions on climate change come under an extracurricullar pastoral heading – like walk to school week, or a recycling drive. This reflects the weakness of whole school learning on climate as such, which will have to become a core part of the curriculum if it is to addressed.

As school leavers indicated a good awareness of which countries are currently emitting most greenhouse gas, but less awareness of per capita or historical emissions, this could be linked to a poor understanding of issues related to climate justice.

  • This is likely to reflect awareness filtering in through media coverage, not school learning. It should be clarified so that students have an accurate picture of
  • 1. who has done what since industrialisation since playing this down is a way to minimise the UK’s historic responsibility as the earliest industrial power and
  • 2. what the per head carbon footprint is – which gives a more accurate picture of how sustainable different societies are than raw totals, though this should also be tempered with an understanding of consumption emissions, as contrasted with production emissions as, in an interdependent world, countries with economies that are primarily service based which have outsourced their carbon intensive heavy industry (like cement production) to other countries nevertheless consume the embodied carbon in their imports in a way that does not show up in statistics based on production.
  • When you get bad faith political actors, and we are spoiled for choice for those, these misunderstandings provides wealthy countries with alibis, other countries to point fingers at, often unfairly, and represents the abdication of responsibility that is being pushed aggressively by climate deniers. For example, India has the third largest carbon emissions by volume, but has a per capita (per person) total of 2.7 tonnes – about half the global average – because it has a population greater than Europe, North and South America and Australasia combined. China has big overall emissions and a per capita footprint double the global average, but this is half the per capita footprint of countries like the USA, Canada, Australia and Saudi Arabia.

Evidence for and impacts of climate change:

Many school leavers are aware of some indicators of a warming climate such as melting glaciers and rising sea levels, as well as of the impact of climate change on extreme weather events. However, there is limited understanding of the geographical distribution of future temperature changes and their impacts.

  • Again, this will be as a result of the absence of systematic teaching and learning about the scale, scope and likely development of climate breakdown. Knowing about melting ice caps is more or less ground zero. If you don’t know this, you don’t really know anything. But being aware of patterns and projections is essential to avoid a solely impressionistic understanding based on a montage of news items as they come in, which, in the UK focus primarily on serious impacts 1. locally, 2. in other wealthy countries, especially the USA 3. in the global South. This also downplays the scale and potential social impact of these events as they already occur, which again engenders far more complacency than we can afford.
  • A set of serious discussions about possible tipping points is also essential to overcome the false notion that climate change happens with remorseless gradualism, implying that when it hits harder we will still be able to outrun it; whereas it is more likely that if we let things get away from us, the harder impacts will be of a greater intensity, faster velocity and so widespread that they could sweep us away like an incoming tsunami.

Mitigation and Adaptation:
In general, the survey indicated low awareness of these two aspects of climate action, and in particular of climate mitigation strategies. Furthermore, there is a varied understanding between these two approaches, with school leavers often misinterpreting mitigation strategies as adaptation. The impacts of keeping pets and eating meat are generally underestimated whereas the impact of switching lights off
and recycling (from the point of view of greenhouse gas emissions) is overestimated.

  • The strategies school leavers consider effective are those they have done, or been encouraged to do, at school. Switch the lights off when you leave the classroom. Recycle your stuff. Do schools put what they put in their school dinners up front as part of their climate action plan? They should, and be prepared to have the debate with staff, students and school communities – in the same way that many schools with many Muslim students did when they adopted Halal meat as a default.
  • But, all these examples are in the category of individual actions which, though essential, have too often been used as a distraction to avoid strategic social, political and economic policy choices at society level about use of fossil fuels, industrial farming, construction materials and methods (and who controls those), town planning, transport policy and so on.
  • Whether students can identify whether a given action is mitigation or adaptation, or both, is surely a secondary issue to whether they think they are necessary, for themselves as individuals and/or for everyone as citizens. While its better to be clear, there is a slight echo here of Goveish assumptions that if you can name a part of speech you know how to use language effectively.

Concepts such as the 1.5°C and 2°C targets, and net zero, are very poorly understood. With ‘net zero’ in particular being a phrase which is in widespread use, from the Department for Education’s Climate Change and Sustainability Education Strategy to employers and the media, lack of understanding of it is both surprising and concerning.

  • If it isn’t taught, it won’t be understood. The consequences of average temperature rises of 1.5C and 2C, or worse, are widely published. It should be the core of teaching about what we need to do to limit the incoming damage that students have a firm grasp of these projections and understand the basics of the processes that produce them through the IPCC and that this reflects the firm conviction of 97-99% of the world’s scientists.
  • Given the relentless attacks on “Net Zero madness” and “Net Zero zealots” in the media, having a firm grasp of what the term means is essential to be able to navigate what is becoming an increasingly fraught debate based, primarily, on misleading or factually innaccurate arguments from vested interests with a lot of resources to try to conceptually turn reality upside down. We should not leave our students vulnerable to the suggestion that it is the people who want action for a sustainable future who are “mad” or unreasonably zealous, while those who want to carry on as we are until we hit a series of devastating crises, that we won’t be able to recover from, are somehow the sane ones.
  • Discussions about Net Zero vs Zero carbon emissions raise important issues concerning the limitations of carbon offsets, especially as they are actually used.


If climate education is to raise awareness of green careers and, more generally, to increase hope in our ability to take collective climate action, increased awareness of mitigation and adaptation strategies is vitally important.

  • It is also important for students, who will still be quite young by 2050, to grasp that a failure to decarbonise our society will make us all significantly poorer, even if society avoids collapse altogether. It might help if the Chancellor of the Exchequer had an inkling of this too.


Climate Change in the UK:

In general, there is very poor awareness of the projected impacts of climate change in the UK, the need to adapt, mitigation strategies already in place and of the cost benefits of mitigation rather than adaptation.

  • This, again, reflects the unsystematic and fundamentally unserious character of learning about climate in the UK. These are average results, and some schools do fantastic work, especially if they are signed up to Lets Go Zero, Ministry of Eco Education, Eco Schools, or they have a Local Authority that takes this as seriously as they do in Brighton or Leicester for example, or they have an inspirational Head teacher who is on the mission that, frankly, all Head teachers should be on; but that also means that many schools will be doing far too little in the absence of the thorough commitment to climate education that we need running throigh the entire national curriculum. An example of this is that even an officially supported, and very good, initiative like the National Nature Park has only be signed up to by about 10% of schools. This is absurd.
  • Leaving students with the fundamental misunderstanding that the “costs of Net Zero” are greater than the consequences of failing to meet it – which they will have picked up from deliberately misleading media coverage without a thorough going rebuttal in schools- lays them open to dishonest political manipulation that will put their future at risk.

This will be directly relevant to school leavers’ awareness of the green careers available to them. Whereas school leavers were aware of the contribution of melting ice to sea level rise in the UK, they were less
aware of the contribution of the expansion of sea water as it warms, which has made an approximately equal contribution historically. It could be argued that this reflects a need for science teachers to be able to demonstrate that learning in the sciences has applications and contexts relevant to climate change.

  • The overall conception we should be trying to develop is that every job, every career, will have to be green, because every job will have to be sustainable. There can’t be a “green sector” that maintains peceful coexistence with unsustainable sectors; as the key thing we have to grasp is that we have to make all sectors sustainable and all jobs greener, so the process will be the growth of the former and the shrinking of the latter to ever more residual roles.

Communication:
There is a substantial knowledge gap regarding the level of scientific consensus on climate change, with most thinking agreement amongst scientists is notably lower than it is. This potentially relates to past and present education policy related to presenting a ‘balanced’ argument for global warming. Knowledge of international organisations such as the United Nations Framework Convention on Climate Change (UNFCCC) and Intergovernmental Panel on Climate Change (IPCC) is also limited. Trust in climate information from science teachers and the BBC is high, but lower for politicians and tabloid newspapers.

  • This substantial knowledge gap needs to be closed, and fast. This is not simply down to ludicrous notions that it was necessary to have a “balanced” discussion between an almost universal scientific consensus and a few fossil fuel funded mavericks, as if the two had equal weight, but also the previous government’s successful attempt to freeze debate on the social implications of climate change with its “impartiality guidance”, which put campaigning organisations on a blacklist that should not be invited in. This guidance should be scrapped, and the no holds barred debate on how we are going to construct our own futures unleashed.
  • The understanding that the climate breakdown projections we are working to limit are the product of a thorough and painstaking research and analysis, that the International Panel on Climate Change (IPCC) is a UN body and its findings are subscribed to by 195 governments (out of 198) worldwide; so represents an international government consensus as well as a scientific one is essential. As is the understanding that countries, no matter how weighty they are in the world, that break with the science do not have a valid point of view, but are going rogue.
  • That students trust science teachers most underlines the point that schools have the tresponsibility to present them with the truth, the whole truth, and nothing but the truth. This trust is likely to extend to other teachers in so far as climate is dealt with, as it should be, across the curriculum. There are three levels to our response to this.
  • 1. The current national curriculm review should incorporate climate learning into the national curriculum in all subjects and in an age appropriate way in all key stages. Part of this will have to be turning, appropriate, anxiety into purposeful action, for individuals, schools, communities and in campaigning/debating ways forward to future proof ourselves in a just transition. If it falls short of this, it will not be providing an appropriate curriculum for the Anthropocene.
  • 2. that will require us to campaign for the DFE to create and mandate additional learning to close all of these gaps in understanding.
  • 3. If they fail to do that, we will have to mobilise through our unions and campaigning organisations to produce such material ourselves – from posters, to lesson and assembly plans, to webinars/online learning materials for colleagues to adapt – and push them through during the trade union year of action starting in September, to build such learning into every school’s climate action plan.
  • Trust in “politicians” is low. This isn’t clearly differentiated, because some politicians are more trustworthy than others. But now that we have every Party from the Conservatives rightwards explicitly opposing action to meet “Net Zero”thereby breaking with the scientific imperative to meet it – it becomes even more important for schools to ground our future citizens in the facts of the world they will be dealing with. As there is no need to teach a balance between scientific reality and denial, Parties that break from the scientific reality, and fail to rise to the challenge of meeting it, are putting themselves outside consideration as relevant forces that should be taken seriously.
  • Students, sensibly enough, do not trust the tabloids. But the BBC, which they trust more, often has its news agenda, and the framework they put stories in, set by them. Looking at trust, or distrust, in social media will also be a vital part of developing critical awareness of bias and manipulation in media coverage. Perhaps counting the number of times that the tabloids attach phrases like “madness” to “net zero” or “swivel eyed” to “targets”, might make a revealing set of graphs…

A personal note

This image is a montage of times. The factory in the background is the Wouldham cement works in Thurrock in 1951.

The photo is on the wall in the Grays branch of Morrisons, which has a nice line in sepia industrial nostalgia. The Wouldham was already a ruin by the 1960s, but there were several other huge cement works along the side of the Thames up towards Purfleet.

Growing up back then on the wrong side of the prevailing winds is probably one reason I’m so prone to coughs. All these plants are now gone. Lakeside has taken their place. The carbon, and pollution, footprint of retail is a lot less than that of cement, which has been outsourced to other countries, which suffer the pollution and have to carry the can for the carbon footprint, even when some of the products are exported back here.

The Wouldham is significant for me in another respect. My great grandfather, John Henry Ellis, worked there and was killed in an industrial accident – falling into one of the storage tanks he worked in in 1931.

Mythbuster 1. Over heating is good for you?

As we move into a period in which the powers that be will be retreating and retrenching on climate policy, we can expect discredited arguments and factoids to be churned out with dreary regularity; so that anyone who does not want to confront the realities we face has a set of one liners to trot out to deflect thought and effort.

This series of blogs is aimed at giving workers and activists the information we need to debunk these claims if a workmate, friend or relative comes out with one of them.

A recently distributed leaflet, very glossy but with no publisher acknowledged, makes the claim that Humans thrive in warm climates straight after arguing that the world is not heating up; stating Humans have always thrived in warm climates. Even if the world were warming, warmth is by no means a threat, ice ages ARE. Every year many more people die in the colder winter months, even in the UK, see ONS data”.

The key word here is “warm”. We are already getting well beyond that. Here’s some examples, with thanks to Simon Erskine for compiling them. These arguments will be useful in the context of “Phew! What a scorcher!” and “Hotter than Morroco!” headlines in the tabloids. For those who can absorb anecdotes more easily than statitsics, a useful question is, “Have you noticed how, until a few years ago, every time we had a heatwave people used to go out and sunbathe, but now, have you noticed how people go out and sit in the shade under the tres because the heat is becoming uncomfortable?”

  • Zimbabwe’s president Emmerson Mnangagwa has declared a national disaster amid a prolonged drought that has destroyed about half the country’s maize crop, BBC News reports. He joins neighbouring nations in southern Africa, Zambia and Malawi, both of which have recently declared similar states of emergency, the article adds.
  • “Unprecedented” temperatures are being reached across south-east Asia, including in parts of Vietnam, Thailand and Myanmar, according to the Guardian. It points to lengthy spells of dry weather in Indonesia driving up rice prices and fears that coral is under threat in Thailand due to high water temperatures. The newspaper says the World Meteorological Organisation (WMO) has “attributed the scorching weather to human-induced climate change, as well as the El Niño event, which brings hotter, drier conditions to the region”.
  • In Santiago, Chile, an 11-day heatwave has ended, becoming “the longest in history,” according to Raúl Cordero, a climatologist at the University of Santiago, La Tercera reports.
  • The UK may face water shortages and hosepipe bans this summer, despite recording record-breaking rainfall over the past 18 months, the Times reports. The i newspaper notes that the UK population has increased by 10 million over the past three decades, while “climate change has put pressure on existing reserves”. The Guardian reports that the Environment Agency released a report last week, which “predicts a growing shortfall of water in coming years, leading to a deficit of almost 5bn litres of water a day by 2050”. The National Farmers Union has warned that flooding and other extreme weather linked to climate change will undermine UK food production, BBC News reports. The article says this comes after “record-breaking rain over the past few months”, which “has left fields of crops under water and livestock’s health at risk”.
  • Russia and Kazakhstan have ordered more than 100,000 people to evacuate after melting snow swelled rivers beyond bursting point, leading to the worst flooding in the area for at least 70 years, reports Reuters.
  • The United Arab Emirates has been hit by an intense storm, with the country experiencing its heaviest rains in 75 years, according to meteorological authorities, reports the Financial Times. Almost 6 inches (152mm) of rain fell on the capital Dubai on Tuesday, a year and a half’s worth of rain in a single day, causing travel disruptions, reports the Independent. In related news, the death toll from flooding in Pakistan has risen to 63, the Associated Press reports.
  • The deadly heatwave that hit West Africa and the Sahel over recent weeks would have been “impossible” without human-induced climate change, scientists have said, reports BBC News. Temperatures in Mali soared to above 48C, with one hospital linking hundreds of deaths to the extreme heat, it continues. Researchers found that human activities such as burning fossil fuels made temperatures up to 1.4C hotter than normal, the article adds. On 3 April, temperatures hit 48.5C in the south-western city of Kayes in Mali, with intense heat continuing for more than five days and nights, giving no time for vulnerable people to recover, reports the Guardian.
  • The “unprecedented” warming of the oceans over the past year has had widespread repercussions on marine life, an EU environment chief has warned, reports the Financial Times. This includes impacting already dwindling native fish species such as Baltic Sea Cod, the European commissioner for the environment, oceans and fisheries Virginijus Sinkevičius said, citing the migration of the cod towards colder waters near Russia and Norway as an example of the impact on biodiversity of rising temperatures, it adds.
  • The past 10 months have all set new all-time monthly global temperature records, with April 2024 on track to extend this streak to 11, wrote Dr Zeke Hausfather in his latest quarterly “state of the climate” report for Carbon Brief. The graph at the end of this email shows monthly temperatures over 1940-2024, plotted with respect to a 1850-1900 baseline. Based on the year so far and the current El Niño forecast, Carbon Brief estimates that global temperatures in 2024 are likely to average out at around 1.5C above pre-industrial levels.
  • The Independent reports that a “punishing heatwave” has forced the government in Bangladesh to shut schools for 33 million children “as the country battles the hottest April in three decades”. The Guardian has an article with the headline, “Wave of exceptionally hot weather scorches south and south-east Asia”. It says millions of people across the Philippines, Thailand, Bangladesh and India are facing dangerous temperatures as the hottest months of the year are made worse by El Niño.
  • Mexico: Drought spreads to almost 80% of the country; there are 10 states with 100% of municipalities affected.
  • As India heads to polls amid 45C heat, fears mount over voters’ safety. Bloomberg columnist David Fickling asks: “How can India hold elections when it’s too hot to vote?”
  • The Washington Post carries a feature headlined: Earth’s record hot streak might be a sign of a new climate era.” It says Nasa’s Dr Gavin Schmidt indicates that what happens in the next few months…could indicate whether Earth’s climate has undergone a fundamental shift – a quantum leap in warming that is confounding climate models and stoking ever more dangerous weather extremes”.

Now that this is the trend, unions are developing stronger guidelines for working in extreme heat. This is a serious matter as some right wing

TUC guidelines are here. Individual unions will also have their own polices. Joint guidelines for the education sector are here.