Advocating for social justice is one of the National Association of School Psychologists' (NASP's) five strategic goals, and school psychologists have an ethical and professional responsibility to ensure that all children and youth receive what they need for their educational success. In part 1 of this series the authors proposed that climate change is a social justice issue impacting many of students and that, therefore, school psychologists need to advocate for and assist students who are impacted by its negative effects. The first article gave information about how climate change negatively impacts children in school and beyond. Floods, fires, hurricanes, and changing temperatures have all had direct and indirect consequences for our youth, linking climate change with physical health, mental health, cognitive functioning, and displacement. As a follow-up, the current article addresses how school psychologists can be change agents in advocating for appropriate services and considerations when children are impacted by climate change. School psychologists can make a difference when it comes to climate action and promoting sustainable practices. They must start and continue the dialogues and carry out the actions needed to protect children and youth. Their expertise in crisis and mental health prevention and intervention make them logical catalysts for change and for affecting the lives of those students and families impacted by the effects of climate changes. [For "Climate Justice--Part 1: The Impact of Climate Change on Youth," EJ1269650.]