This dissertation explores Climate Change Education (CCE), from the perspectives of pupils and teachers in seven UK schools. It is a co-designed research project, with an educational initiative seeking to embed CCE in schools' curriculums. Primary research was conducted using teacher interviews and then triangulated and analysed using secondary data from pupil focus groups. The findings suggest the importance of "response-able" pedagogies that are inclusive, empowering and mobilising. It examines current practices in CCE and makes recommendations for future implementation.