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The collective action that is required to mitigate and adapt to climate change is extremely difficult to achieve, largely due to socio-ideological biases that perpetuate polarization over climate change 1, 2. Because climate change perceptions in children seem less susceptible to the influence of worldview or political context 3, it may be possible for them to inspire adults towards higher levels of climate concern, and in turn, collective action 4. Child-to-parent intergenerational learning—that is, the transfer of knowledge, attitudes or behaviours from children to parents 5—may be a promising pathway to overcoming socio-ideological barriers to climate concern 5. Here we present an experimental evaluation of an educational intervention designed to build climate change concern among parents indirectly through their middle school-aged children in North Carolina, USA. Parents of children in the treatment group expressed …