Oregon House Bill 3,365 mandates climate science education in school curriculum updates

The Senate Committee on Education convened on May 7, 2025, to discuss House Bill 3,365, which aims to integrate climate science and sustainability into Oregon's educational curriculum. The bill seeks to ensure that during the regular review and revision of academic standards, climate education is given specific attention, allowing students to gain essential knowledge about climate issues and their implications.

The discussion began with a presentation highlighting the bill's intent, which was inspired by a statewide group of students and educators advocating for a multidisciplinary approach to climate education. The bill's sponsor emphasized the importance of equipping students with the tools they need to address environmental challenges, noting that over 20 students had previously provided testimony in support of the bill during a public hearing.

The proposed legislation is designed to integrate climate science principles into existing content standards without mandating immediate curriculum changes across all districts. Instead, it allows for gradual incorporation of relevant climate education as part of the Oregon Department of Education's standard review process. This approach aims to create meaningful learning experiences while maintaining local control over teaching materials.

Supporters of the bill, including State Representative Sarah Finger McDonald and State Senator Deb Patterson, underscored the urgency of climate education in light of the increasing impacts of climate change on communities. They argued that understanding climate science is crucial for preparing future generations to tackle environmental challenges effectively.

During the meeting, concerns were raised regarding the potential political implications of teaching climate science. One senator expressed apprehension that the discussion around climate change has become politicized, suggesting that a balanced scientific discourse should be prioritized in educational settings. In response, proponents of the bill clarified that the intent is to foster an integrated approach to teaching climate concepts without infringing on the authority of the Board of Education.

The committee concluded the meeting with a call for support of House Bill 3,365, emphasizing its potential to enhance scientific literacy and engage students in real-world issues. The next steps will involve further discussions and evaluations as the bill progresses through the legislative process.