As an old person, I won't even pretend to claim I can speak for what young people might or might not like; at least not with any accuracy. My review will be given in two parts, one for the young adult audience and the second for teachers of young adults who may want something new for the young adults in their lives to read.
"Stories of people persevering when the odds are undoubtedly stacked against them are the stories I crave. Anytime I'm down, my go-to for cheering myself up is reading a dystopian book or turning on a disaster/dystopian movie. The characters finding that thread of hope as the world is unraveling has a way of making my troubles seem a little easier to carry."
The Author's Own Acknowledgments from Climate of Chaos (pg 371)
Climate of Chaos is ideal for the young person who also enjoys characters finding threads of hope in a down-trending reality. It features a cast of developed characters that support the disabled protagonist who is genuinely likeable. Her character is strong, smart, and a little hot-headed. And though a major part of what she has to deal with (chronic pain and mobility issues) could have been handled by a less-skilled author as complaining and whining, our hero makes the reader aware of her issues without sounding whiny, but rather as a mere limitation she has to overcome like so many heroes in myths and stories past. She does not make excuses for her condition nor does she feel sorry for herself, nor does the fact-in-itself that she merely has a condition make her a hero. She deals. I dwell on this point only because I can anticipate comments about disability and what it even means to be disabled and how disability should be represented. I think the main character's portrayal could initiate a discussion on these points particularly for those who might not have considered them. Fox La Rosa is just one way of representing disability, and as authors show more characters with disabilities, we'll see other modes of it as well.
The tone the narrator adopts is colloquial and genuine sounding, though there are points where the reader wonders exactly what the main characters know of some of the seemingly basic elements of their world. For example, during one scene the narrator remarks that a film crew is filming B-Roll footage for Aegis' Propaganda (pg 292), which seems to show a sophisticated knowledge of media production and media usage. So it seems unlikely that some of the rumors mentioned later in the story (without giving too much away) appear new and unheard of to the main characters. They are aware of what propaganda is but also somehow blind to it. One of the major tensions in the work is between losing one's self as we adopt new behaviors and attitudes that try to make us (train/educate/indoctrinate) into different people. It seems a little uneven that a main character so aware of this attitude is also oblivious to some glaring-seeming rumors.
Without giving away the plot, a point of confusion I found was at the point of denouement, where the major secret of the book is revealed. The reader finds out the reason the villains are doing evil, but what that reason is, doesn't seem strong enough to justify the villains' actions. I'm not sure if that's a fault in my own thinking, and I'm just not understanding this point, and not looking at it correctly. It's possible that it's a fault in the author's planning and execution, which I highly doubt. More than likely it's a point that's being used to set up a more "real" motive in a sequel, that the characters' flaw in reasoning IS itself a plot device; we've been misled. With that in mind, too, the novel's ending, does not satisfactorally resolve any of the conflicts it sets up, and seems primed for at least one sequel, if not a group of them. That by itself is not a flaw, but the reader should be prepared for more related novels to come.
The book does contain many good action scenes, combined with romance, intragroup and family strife, some mystery/thriller elements, and a coming-of-age story. It's well paced throughout. The world-building, the description of how the dystopian world of future Seattle operates, starts off in an almost too deliberate way but as the novel moves along, these elements become more integral and better integrated without seeming overly declamatory. Overall I think that YA readers would like this book.
For educators, the book features many entry points for discussion and lesson planning. There are several battles for justice and fighting for what's right throughout the novel: keeping one's family together, combatting oppression, helping the less fortunate and the less able to take care of themselves, etc. The themes of climate change, rich/poor divides, authoritarian power structures, medical accessibility and disability issues, among others, lend themselves to potentially in-depth analysis and real-world relevance for our students. One small theme that could be explored in a classroom, as an example, is the various use of medicine in the novel: the naturopathic versus the industrial, and what sort of implications both have on human health and ecology.
In terms of objections, there are some coarse words but nothing that students haven't been exposed to in almost any PG-13 or R rated movie. There is a little recreational drug use about a third of the way through, and other than death and violence, I wouldn't think there's much else objectionable to an audience of high schoolers. It does have a full-length anti-establishment focus, which, I suppose, might be objectionable to some people, but that might be more of a selling point than not.
One major drawback of this book (and it's only major in terms of using it as a classroom resource) is the novel's length. It is 369 pages and it might be too long of a book to use as a whole-class text, despite the potential richness of its themes and literary elements. It would be better used as part of a formal or informal book club text, or as an independent reading project. The wealth of activities, however, for which this book provides a seed-bed, could justify using it as a whole-class text, but the teacher would have to make a multi-week (possibly multi-month) commitment, which may not be feasible. Along those same lines, some of the elements from the story might be similar enough to other elements from other YA dystopian fiction that it might alienate some student readers. It's possible that the students who don't really like this genre (non-fans and the more-or-less ambivalent) might be turned off from the genre, thinking that they are all the same. But, student-readers that like the genre would probably really enjoy Climate of Chaos.