The demand for solidarity is made today by different social actors, e.g., from politics, religion or philosophy. Especially in the context of climate change and its social and ecological consequences, the demand for solidarity plays a major role. It is often referred to as the climate justice crisis. Therefore, solidarity can also be understood as a goal of education for sustainable development (ESD). In this context, ESD, which also sees itself as a concept of transformational education, prefers above all elements of a disruptive pedagogy through which students are to be led to new perspectives- for example, to solidarity with the victims of the consequences of climate change. The article takes up this concern of ESD, but would like to look at the educational goal of solidarity from the perspective of a responsive pedagogy. The starting point for this would not be the goals of ESD in the first place, but the needs of children and young people, as Ehrenhard Skiera has highlighted them in the context of his responsive pedagogy. Against this background, the article asks about the possibilities and preconditions for learning processes based on solidarity.