Research article

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

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This is version 1 of this article, this is the latest verison of this preprint.

This article is a preprint and is currently undergoing peer review by UCL Open: Environment.

Abstract

This paper presents findings from a large-scale survey of 2,429 students in Years 7-9 (ages 11-14) in England, exploring their experiences and expectations of climate change and sustainability education (CCSE). 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 CCSE 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 CCSE and empower young people to address the climate and environmental crisis. 

Keywords: education, climate change, sustainability, young people, the environment, outdoor learning, student autonomy, green careers, health and wellbeing