"After the end of the world" is a speculative concept used to imagine what life could be after the world "ends" envisioning a new world that does not currently exist. Taking up Gumbs' metaphor, this essay explores what education could be "after the end of school," imaging a world beyond education as we know it to be. In order to imagine a world where education is not inherently carceral, I use speculative fiction, as both a world-making method and genre, to cultivate abolitionist visions for education. This essay exams the ways speculative fiction has been used to articulate abolitionist struggles and/or futures, as well embody abolitionist ways of knowing. Just as the goal of abolition is not only to eliminate prisons, but to end the conditions that perpetuate the societal need for prisons, this essay uses abolitionist praxis as science fiction to consider what it would mean to not just eliminating schools but to end the conditions that sustain and support marginalization and criminalization of particularly BIPOC, LGBTQ + 2S, and disabled young youth. By engaging speculative fiction as an abolitionist praxis this essay offers an opportunity to envision education beyond the limits of our current imagination.