Integrated river science provides decision-making life-skills for individuals and communities facing environmental change; it is a variant of critical physical geography through its socio-political dimensions. As an example, the frequency and magnitude of river flooding are amplified by climate change: society needs to understand how to cope through learning, adaptative behaviour and planning. Choices should be informed by trusted science that can only be delivered by education, to avoid "knee jerk" post-hazard reactions. We examine curricula and resources in physical geography for England to judge if they make river science more pervasive and persuasive. Scales of causation and impact remain a central geographical focus. The concept of "place" is revitalized: environmental processes harnessed to improve resilience. Literacy and numeracy skills to communicate and predict need improving, to ensure that students understand problems sufficiently well to identify the best long-term, rigorously assessed options. Higher education has a hub role for empowering lay individuals, communities and professionals but the core learning principles need to be set at school. We conclude the current physical geography river science content is not fit for future needs, notably at A-Level. Weaknesses include naivety about river processes (water and sediment movement), arcane jargon, absence of a catchment-wide approach to river management, and inadequate links between disciplined fieldwork and databases. Contemporary community dimensions of social learning, argument and countering myths are also weakly developed.
