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Managing Uncertainty in the Literature Classroom: Linda Bondestam’s Climate Change Picturebook Mitt bottenliv in Literary Education Children’s literature on environmental matters puts great responsibility on its readers to solve future environmental problems. Similarly, in an educational context, there are underlying premises that the students should be fostered into environmental awareness, at the risk of climate fiction solely becoming “teaching aids”, providing clear-cut solutions to the climate crisis. In this article, I seek to address these premises by analysing Linda Bondestam’s climate picturebook Mitt bottenliv: Av en ensam axolotl (My Life at the Bottom: The Story of a Lonesome Axolotl, 2020) in relation to literary education. In Bondestam’s picturebook, human consumerism causes an apocalypse but an endangered axolotl survives and thrives. The aim of the article is to discuss the complexity of Mitt bottenliv in relation to literary education. In the analysis, the key concepts are “didactic gaps” (Beauvais) and “staying with the trouble” (Haraway). The article explores what it can entail to stay with the trouble in relation to uncertainty in literary education. Mitt bottenliv can hardly be said to provide clear-cut solutions for the climate crisis. Rather, the complexity of the picturebook creates an ambiguity in the didactic gaps, and an uncertainty to be managed within the context of literary education. This ambiguity enables the reader to stay with the trouble in relation to the picturebook as well as the environmental troubles we are facing, without placing the responsibility of the future upon the reader. Consequently, the article draws attention to the potential of complex picturebooks in literary education, as well as to literary education as a means of managing uncertainty.