Exploring the evidence-base: Climate change and sustainability education

This article has been published as part of the Rethinking Curriculum project, kindly funded by The Helen Hamlyn Trust.

By Jenna Crittenden, Curriculum Design Lead at The Chartered College of Teaching and Beth O’Brien, Education Content Manager at The Chartered College of Teaching 

What do we mean by ‘sustainability’?

In simple terms, ‘sustainability’ refers to activities that attempt to balance humanity thriving with the protection of the Earth’s natural resources. The term was developed in the latter part of the 20th century, in the wake of rapid industrial growth and an exponential increase in the use of the planet’s finite resources. However, the term remains contentious, with no universally accepted definition (Davis and Elliot, 2024). The term can be often understood as all-encompassing; as Davis and Elliot (2024, p. 13) state, ‘at its broadest, sustainability… acknowledges the interrelationships between humans, humans and other species and between all of the Earth’s ecosystems’ and seeks to protect these. It can also be described as a ‘hybrid concept’, with ‘three interacting dimensions – the environmental, social and economic’ (Scoffman and Rawlinson, 2022, p. 13), which are interwoven and relational. For example, unsustainable living can have disproportionate socio-economic consequences for less economically developed nations (Davis and Elliot, 2024). While it is not necessary for students to understand the nuances of this complex term, as Scoffman and Rawlinson (2022, p. 14) state, ‘it is important for teachers to recognise that sustainability has multiple facets and that it is open to interpretation’. 

Why is climate change and sustainability education important?

Over the last century, human activity has led to average global temperatures increasing by one degree Celsius, resulting in rising sea levels, volatile weather events and degradation of our ecosystem (IPCC, 2022). This dramatic change has been deemed the most significant threat to humanity (Robinson, cited in Dolan, 2022). As such, the drive for sustainable action is increasingly becoming a global priority. In 2015, the Paris Agreement was signed as part of an international treaty to reduce greenhouse gases and mitigate further increases in global temperature. Annually, the Conference of the Parties (COP) meet to negotiate climate-related actions and commit to change at a national level. The United Nations (UN) has also established a scientific body, the IPCC (Intergovernmental Panel on Climate Change), to report on climate change science and recommend mitigation strategies. Across these international coalitions, education is deemed to be playing a fundamental role in tackling the crisis, both now and in future generations (Brundtland, 1987; UN, 1992, 2015a; FED, 2022). 

Over the last decade, there has been a particular focus on education for sustainability. Education for sustainability, as defined by Davis and Elliot (2024, p. 18), ‘seeks to empower people to assume responsibility for creating sustainable futures’. It is thought that to effectively tackle the climate crisis, educators must go beyond simply teaching the science of climate change and encourage students to critically engage with ways, both locally and globally, to create a fair, just and sustainable society (Davis and Elliot, 2024; Bourn et al., 2016; Rousell and Cutter-Mackenzie-Knowles, 2019). 

At present, education for sustainability is deemed to be a ‘concept in transition’, moving from fragmented, short-term and mechanistic teaching to systemic, long-term and future-focused action (Davis and Elliot, 2024, p. 17). This movement from standalone thinking to global systemic change is reflected in the creation of the UN Sustainable Development Goals (2015b). Delivering quality sustainability education lies at the heart of this agenda: ‘by 2030… [learners will] acquire the knowledge and the skills needed to promote sustainable development’ (target 4.7). More recently, in England, the Department for EducationThe ministerial department responsible for children’s services and education in England (DfEDepartment for Education - a ministerial department responsible for children’s services and education in England, 2022a) released ‘Sustainability and climate change: A strategy for education’, stipulating that by 2025, every school should have a sustainability lead to implement a climate action plan. The plan should outline their strategy to achieve net zero, have climate-resilient estates and equip students with the knowledge and skills needed to tackle climate change effectively. 

Benefits of climate change and sustainability education

A growing body of evidence suggests that there are numerous benefits of sustainability education for students across primary and secondary settings. These include:

• enhanced critical thinking and problem-solving skills (Laurie et al., 2016)
• improved school attendance (Laurie et al., 2016)
• increased student engagement (Laurie et al., 2016)
• greater understanding of rights and responsibilities (Sebba and Robinson, 2010)
• greater awareness of their natural environment (Keep Britain Tidy, 2013) 
• increased knowledge and understanding of the importance of leading more sustainable lives (OfstedThe Office for Standards in Education, Children’s Services and Skills – a non-ministerial department responsible for inspecting and regulating services that care for children and young people, and services providing education and skills, 2009; Estyn, 2014)
• increased involvement in environmental activities (Sebba and Robinson, 2010; Keep Britain Tidy, 2013; Hunt, 2012; Estyn, 2014)
• greater respect for diversityThe recognition of individual differences in terms of race, ethnicity, gender, sexual orientation, socio-economic status, physical ability, religious beliefs and other differences (Hunt, 2012; Sebba and Robinson, 2010; Hirst et al., 2014)
• improved levels of empathy (Hunt, 2012; Sebba and Robinson, 2010)
• greater sense of fairness (Hunt, 2012)
• increased self-esteem and confidence (Sebba and Robinson, 2010).

However, while various studies attempt to provide a link between sustainability education and pupil attainment, there is no clear evidence to support this (Nicholas et al., 2010; Laurie et al., 2016). 

There are also benefits for the school and wider community, including:

• a stronger school ethos (Hunt, 2012; Nicholas et al., 2010) 
• improved relationships between parents and schools (Laurie et al., 2016)
• greater community cohesion (Hunt, 2012; Clarke and Carter, 2010; Laurie et al., 2016)
• improved teaching and learning (DCSF, 2010)
• greater collaboration among teaching staff outside their subject specialty (Laurie et al., 2016)
• increased likelihood of intergenerational learning (Lawson et al., 2019).

Overcoming barriers to implementation

Educators continue to face ‘formidable barriers’ when implementing climate change and sustainability education in their context (Scoffman and Rawlinson, 2022, p. 51). Below, we have summarised some of these challenges, considering some of the wider research literature, to help you to think about how you might pre-empt or overcome these in your own context.

Insufficient government guidance 

Prior to the introduction of the DfE strategy (2022a), there was no standalone education policy in relation to climate change within education in England (Greer et al., 2023a). In the primary National Curriculum, there are references made to understanding the weather, but there is no explicit mention of climate change, sustainability, pollution or habitat protection (DfE, 2013). Bourn et al. (2016, p. 17) assert that this limited guidance has resulted in ‘uncertainty and inconsistency of approach’ across the primary sector. 

While the DfE strategy (2022a) is a welcome development, critics claim that it is not enough to drive meaningful change. Indeed, the strategy does not make explicit connections with the National Curriculum, exam specifications or inspection frameworks. Instead, critics argue that it positions activities as ‘optional’ or ‘extracurricular’ (Greer et al., 2023a, p. 1091). Ultimately, as Dunlop and Rushton (2022) argue, this does not incentivise or support effective implementation in schools. Proponents assert that meaningful change can only be achieved with a ‘coherent strategy, that offers clear, pedagogical guidance’ (Martin et al., 2013, cited in Bourn et al., 2016, p. 17).

In the absence of guidance, other organisations have taken it upon themselves to create resources to support practitioners. For example, the Foundation for Educational Development (FED) has developed a tool to support educators with mapping the connections with the EYFS and primary curriculum. 

Constrained pedagogical approach

In England, climate change and sustainability education is often limited to subjects such as geography and science (Teach the Future, 2021). As such, this field tends to be dominated by scientific knowledge-based approaches (Rousell and Cutter-Mackenzie-Knowles, 2019). While important, this does not tend to impact students’ attitudes and actions – as Scoffman and Rawlinson (2022, p. 49) state, ‘simply telling people the facts has a limited impact on behaviour’. Bourn et al. (2016, p. 5) concur that ‘merely the transmission of information’ is unlikely to translate into meaningful action. 

Instead, Bourn et al. (2016) argue that there needs to be greater consideration of how students learn about these complex themes. Studies indicate that effective approaches tend to encourage critical discussion and explore the interrelationship with socio-cultural factors (Davis and Elliot, 2024). Rousell and Cutter-Mackenzie-Knowles’s research (2020, cited in Greer et al., 2023a) reveals that there is a need for participatory, interdisciplinary, creative and action-driven approaches. A participatory approach is particularly important in helping ‘children and teachers realise that we live within a system and our actions have a direct impact on other parts of the system’ (Dolan, 2022, p. 15). Participatory learning is thought to support students to become ‘agents of change’ rather than ‘onlookers’ (Rousell and Cutter-Mackenzie-Knowles, 2020, cited in Greer et al., 2023a, p. 1090). 

Johnson and Badwan (2023) also highlight the importance of making explicit connections between the local and the global, thus making abstract, seemingly distant issues more tangible for students. Similarly, Davis and Elliot (2024) remind us of the importance of sharing and exploring a range of global perspectives, thus avoiding a one-dimensional, Eurocentric understanding of these themes. Bourn et al. (2016, p. 19) concur that educators must embed opportunities to ‘recognise and respond to’ students’ experiences, viewpoints and socio-cultural backgrounds.

Limited capacity for curriculum development

While teachers seem to agree that a cross-curricular approach is favourable, many have raised concerns about the capacity to implement this effectively in an already overcrowded curriculum (Gillow et al., 2022; Reboot the Future, 2023). Over the last decade, the pressure to cover content and prepare students for standardised assessments has taken priority in many schools in England (Bourn et al., 2016). Teachers also indicate that there is a lack of time and resources to (re)develop the curriculum in order to embed approaches effectively (Reboot the Future, 2023). 

Researchers, too, advocate for an interdisciplinary approach to climate change and sustainability education (Rousell and Cutter-Mackenzie-Knowles, 2020; Davis and Elliot, 2024; Laurie et al., 2016). Indeed, the complex relationship between the environmental, social and economic dimensions of sustainability lend themselves to a cross-curricular approach (Parry and Mtezger, 2023). Here, curriculum coherence is key – Hoath and Dave (2024) highlight the importance of curriculum sequencing when developing understanding of complex topics such as climate change, noting that they rely heavily on substantive and disciplinary knowledge. They acknowledge the challenging nature of this work and stress that it requires supportive leadership, extensive opportunities for collaboration among staff and access to external expertise, remembering that it is a long-term endeavour. 

For successful implementation, researchers also draw attention to the need for the whole-school ethos to align with the taught curriculum – as Hoath and Dave (2024, p. 28) state, the focus on sustainability should ‘permeate school policies, wider operations and teaching practices’. Henderson and Tilbury’s (2004, p. 44) research also advocates for a whole-school approach, whereby ‘the hidden curriculum… reflects the key ideas and messages of the formal curriculum’. This may mean (re)evaluating the school’s guiding principles before beginning curriculum (re)development work. 

Lack of confidence and expertise

Across phases and subject areas, teachers acknowledge the importance of delivering climate change and sustainability education (Howard-Jones et al., 2021; Teach the Future, 2021; Reboot the Future, 2023). However, there is often a lack of confidence, knowledge and skills to implement this effectively (Bourn et al., 2016; Teach the Future, 2021). Teachers cite issues such as a lack of understanding of scientific concepts and concern about answering students’ questions as significant barriers (Gillow et al., 2022). 

Research indicates that quality continuing professional development (CPD) can support effective delivery of climate change and sustainability education (Murphy et al., 2020; Hoath and Dave, 2024). For example, Murphy et al. (2020, p. 1112) found that primary practitioners’ participation in high-quality CPD and the subsequent implementation of pedagogies enabled pupils to ‘deepen their understanding of key sustainability issues and the potential actions that may be undertaken’. This professional learning is deemed particularly important for teachers whose subject specialisms fall outside of science and geography (Howard-Jones et al., 2021). Hoath and Dave (2024, p. 42) highlight the importance of building subject-specific knowledge about climate change so that each teacher and subject can ‘contribute meaningfully’ to students’ holistic understanding of the topic. On the other hand, teachers also express a lack of confidence in facilitating learning around the social and emotional issues related to climate change and sustainability (UNESCO, 2021). This indicates that there may also be a need to support teachers with developing these crucial skills. 

Without adequate CPD, many teachers report that they rely on ‘self-taught’ methods of professional learning (Greer et al., 2023b). This is particularly concerning in the climate change space, where there is an abundance of competing and unreliable evidence available (Dave and Hoath, 2023). Dave and Hoath (2023) highlight the need to support teachers with information-gathering and provide the skills to assess the trustworthiness of sources. The National Climate Education Plan (University of Reading, 2021) also recommends that all staff receive training on a periodic basis as climate science evolves. In sum, as Batchelder (cited in Teach the Future, 2021, p. 5) states, climate change education is just as important for teachers so that they have the ‘confidence to broach the subject accurately, avoid the pitfalls and support their students sensitively’.

Politically divisive

Climate change is a politically charged and polarising issue in public discourse. In education, it is becoming an increasingly contentious issue – some teachers feel that climate change education should be prioritised (Jones, 2019), while others feel that schools should not be used to tackle ‘all society’s problems’ (Enser, 2019). In recent years, some educators have raised particular concerns about climate change education inciting student activism. Following Greta Thunberg’s climate change strikes (2018–23), many teachers voiced concerns over supporting the climate activist movement (Dolan, 2022). School leaders were particularly divided, with many concerned that supporting the movement would encourage student absence and increase the likelihood of safeguarding issues (Adams, 2019). 

Despite this, there seems to be considerable support among teachers in England to include social actions that are deemed to ‘push the boundaries’ of the curriculum (Howard-Jones et al., 2021, p. 1673). The DfE (2022a) acknowledges that there is a lack of consensus about the best ways in which to address climate change, and therefore there is room for relevant political and scientific debate in the curriculum. However, the DfE (2022a) also states that this should be ‘grounded in wider citizenship education on democracy’ and teachers should avoid presenting ‘misinformation or unsubstantiated claims to provide balance’. As educators, it is important to be mindful of our legal duty to remain politically impartial (DfE, 2022b). As Scoffman and Rawlinson (2022, p. 58) state, teachers have to ‘tread the delicate line between supporting and challenging social values’. When implementing a curriculum focused on these contentious and complex themes, it will require the utmost thought and consideration to minimise potential conflict (Howard-Jones et al., 2021). 

Eco-anxiety

Educators have also raised concerns about climate change education causing additional anxiety for students (Gillow et al., 2022). Emerging evidence suggests that eco-anxiety – feelings of worry, concern and fear caused by the climate crisis – is negatively impacting people of all ages, with children and young people thought to be particularly vulnerable (Hickman et al., 2019). There are also additional concerns that, without the right support and training, delivering climate change education could also impact teachers’ wellbeing (Gillow et al., 2022).

Despite these concerns, teachers recognise the importance of early exposure to climate change education (Gillow et al., 2022, Howard-Jones et al., 2021). Indeed, research evidence indicates that climate change education should be introduced to the youngest students (Davis and Elliot, 2024; Bourn et al., 2016). However, it is important for educators to consider how to balance the ‘scale of the challenges faced and providing stories of hope’ (Lupton and Whaites, 2023). They suggest providing students with tangible actions and exposing them to a range of case studies to mitigate feelings of worry or hopelessness. Particularly at primary level, research recommends that teachers encourage ‘small-scale actions’ within the classroom and the wider school community, rather than burdening them with pressures of institutional change that may be beyond their reach or comprehension (Chawla and Cushing, 2007). Hoath and Dave (2024) also highlight the importance of explicitly teaching coping strategies to deal with feelings of worry, anxiety and hopelessness around the climate crisis. 

Moving towards successful implementation 

Climate change and sustainability education remains a contested and complex field. While there have been recent developments to support schools and teachers, many still feel constrained by the lack of guidance, resources or capacity to facilitate this learning effectively. Despite this, there is a growing body of research that demonstrates the benefits of this work, alongside effective methods of delivering this in schools.

As with any approach, there are numerous ways in which it can be implemented, depending on the unique characteristics of the school context and/or students. When thinking about implementing a sustainability and climate change focus, it may be helpful to consider the following takeaways from the research findings to inform your approach:

• Sustainability is a complex and contested term. It is generally understood to go beyond simply exploring environmental issues, encouraging us to interrogate the many interconnected issues.
• There is widespread support for delivering quality sustainability education. It is thought that this intentional focus is more likely to translate into long-term and meaningful action, rather than simply relaying the science of climate change. 
• While the evidence base is still limited, current research evidence demonstrates the wealth of benefits that climate change and sustainability education can have for students and their wider school communities. 
• There is currently insufficient government guidance on both what and how to deliver education in this area. However, these are numerous organisations that have developed quality resources to support teachers. 
• Currently, climate change and sustainability education is largely delivered through science and geography lessons. Research literature advocates that we need a participatory, interdisciplinary approach to change students’ attitudes and behaviours and incite meaningful action. 
• Research literature advocates for exploring these themes through a local and global lens, making explicit connections between them. It is also important to critically engage with a diverse range of perspectives, thus avoiding a monolithic, Western understanding of these critical issues. 
• (Re)developing the curriculum is a long-term endeavour that requires supportive leadership, staff collaboration, external expertise and quality CPD. 
• Teachers need access to quality CPD to deliver effective climate change and sustainability education. This may include subject-specific support, the development of a broad pedagogical repertoire and skills for appraising sources.
• Climate change can be a politically and emotionally charged topic. As educators, we should endeavour to adhere to our legal obligation to remain politically impartial, while exposing our students to the range of viewpoints that exist in this domain. 
• Concerns around eco-anxiety are not unfounded. However, educators can address these through exposing students to case studies that incite hope and providing tangible actions for students to partake in.