Children and young people are growing up in uncertain and precarious times, as the
environmental, social and cultural effects of global climate change begin to affect
their everyday lives (Rousell & Cutter-Mackenzie-Knowles, 2020). It is, therefore, widely
acknowledged that high quality climate change and sustainability education is needed for
children and young people, who will have to contend with the uncertain effects of climate
change brought forth by previous generations. In recent years, young people across the
globe have strongly advocated for greater access to education that effectively prepares
them to respond to the complexities and uncertainties of human-induced climate change
(e.g. Teach the Future, n.d.; Fridays for Future, 2022); however, there remains little in-depth
understanding of school students’ perspectives of, and aspirations for, climate change
and sustainability education. This understanding is crucial to inform support for schools to
provide high quality climate change and sustainability education which gives all students
the opportunity to thrive in a climate-altered future. This report shares detailed findings
about student perspectives and experiences of climate change and sustainability education
in England in 2024, with a particular focus on students in Years 7-9 (ages 11-14). The
results reveal both strengths and gaps in the provision of climate change and sustainability
education in England, and serve as an evidence base for researchers, policymakers and
practitioners who seek to support schools and teachers to fulfil their important roles in
society’s transformation to a more sustainable future
