Students around the world have led protests over inaction on climate change. They have done this through 'climate change strikes'. These actions raise larger questions about young people's perception of the relevance of schooling to their concerns. What should and could be the response of schools? What would it take for students to recognise that schools were supporting them to not only know about these concerns, but to act effectively around them? What would it take for education to remain relevant for all young people and be seen to be equipping them with the knowledge, skills and attitudes to make those changes today? This article suggests some principles, and some possible curriculum approaches, around renegotiating the purposes of education with young people. It asks of young people: "What would it take for this school to address our issues of concern, so that you didn't have to walk out?"