The most recent Intergovernmental Panel on Climate Change report (IPCC, 2023) sets out sobering scenarios about the future for our young people and appeals for “deep, rapid, and sustained reductions in greenhouse gas emissions” (ibid., p. 12). Although technological responses are essential to achieve these reductions, technocratic solutions will not solve the environmental crisis; instead, a widespread societal transformation is needed. Education can play a profound role in this transformation as it is fundamental to building a society with knowledge, skills and wherewithal to boldly tackle climate change as well as the broader environmental crisis. This commentary reflects on multiple dimensions of this role and particularly focuses on schools and the important contribution that all subjects can make towards developing interdisciplinary, complex understandings of the environmental crisis and how we can live more sustainably. Drawing from a recent nation-wide survey of teachers in England carried out by UCLs Centre for Climate Change and Sustainability Education (Greer, Sheldrake, et al., 2023), we highlight a troubling lack of engagement in formal professional development related to climate change and sustainability, even amongst a ‘climate change engaged’ cohort of teachers, and the imperative for comprehensive professional development for teachers from across all disciplines, as part of the response to the environmental crisis.