Student perspectives on climate change and sustainability education in England: experiences and expectations

TL;DR

Students in England want more engaging and comprehensive climate change education that includes practical solutions and outdoor learning.

Contribution

The study reveals students' desire for a more integrated and participatory approach to climate change education.

Findings

Most students learn about climate change in geography and science lessons.

Students want to learn about future impacts, solutions, and global perspectives.

Outdoor learning and participation in initiatives are emphasized as important.

Abstract

This paper presents findings from a large-scale survey of 2429 students in Years 7–9 (ages 11–14) in England, exploring their experiences and expectations of climate change and sustainability education. The study reveals that while most students learn about climate change and sustainability in school, primarily through geography and science lessons, there is a desire for a more comprehensive and engaging approach. Students express a strong interest in learning about the future impacts of climate change, practical solutions and global perspectives. They emphasise the importance of outdoor learning, hands-on activities and opportunities for meaningful participation in school and community initiatives. The findings highlight the need for climate change and sustainability education to be embedded across the school curriculum, to provide opportunities for outdoor learning, and to nurture student agency. Explored within a framework of children’s rights to education and wellbeing and respective inequalities, this research provides valuable insights for stakeholders seeking to improve climate change and sustainability education and empower young people to address the climate and environmental crisis.

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