Climate Change and Sustainability Education (CCSE), including school-based education, is widely understood as a vital response to the triple environmental crises of climate change, biodiversity loss and pollution (UNESCO, 2024). At the same time, curriculum review and reform is under way across the four nations of the UK. In England, a review of the national curriculum and assessment framework led by Professor Becky Francis is due to report in 2025; in Scotland, a cycle of curriculum improvement is under way; in Wales, an evaluation of Curriculum for Wales is taking place; and in Northern Ireland, Lucy Crehan has been commissioned to lead a review of the curriculum. In this blog post, we explore challenges and opportunities for CCSE, from the perspectives of school teachers in England.

A case study of teachers’ CCSE practices

Through a national survey of teachers in England, a team of researchers based at UCL’s Centre for Climate Change and Sustainability Education examined the practices of teachers working in primary and secondary schools in relation to CCSE. While the survey gathered responses to more than thirty questions (Greer et al., 2023), the focus in this research was to consider how teachers realise CCSE as part of the school curriculum in England (Rushton & Walshe, 2025). Analysis of more than 700 responses from teachers with expertise in a wide range of subject specialisms identified three key barriers prevalent across the responses. We also note that a small minority (n=26) of responses reported experiencing no barriers.

The national curriculum is experienced as a barrier for CCSE

‘The low emphasis on, or visibility of, Climate Change and Sustainability Education in the national curriculum and exam specifications presents a key barrier.’

In more than 150 responses, teachers shared that the low emphasis on, or visibility of, CCSE in the national curriculum and exam specifications was a key barrier. For example, one teacher of Business Studies shared:

‘The National Curriculum is too narrow and doesn’t provide sufficient flexibility to provide meaningful climate education opportunities. Too much bureaucracy = too little time to be ambitious in developing effective climate education activities. Ofsted concerns restrict flexibility in teaching.’

In addition, more than 60 responses to the survey also pointed to insufficient time and/or resource for curriculum-making activity related to CCSE, and these responses underlined that the content-heavy curriculum and focus on exam results were key factors.

CCSE is not a leading priority for schools and the wider education system

The low priority of CCSE was reflected in teachers’ responses in three distinct ways. First, responses identified that they worked with colleagues who were not interested in CCSE and viewed teaching CCSE as irrelevant to their subject. Second, teachers reported that school leaders did not value or prioritise CCSE, including not making CCSE practices visible in the school community. And third, some responses noted that students and/or their parents did not value CCSE.

Low teacher confidence

A lack of teacher professional knowledge and/or confidence to teach CCSE was also recognised as a barrier. Key areas of concern included the need for teachers to remain impartial while teaching climate change and sustainability topics, and how to approach these issues in ways which did not exacerbate student anxiety and feelings of overwhelm.

Key priorities for policymakers

First, we underline the need for policymakers to urgently consider the ways in which national curriculum and assessment frameworks can be reframed such that they enable rather than inhibit CCSE. This includes ensuring CCSE is realised through a diverse range of subjects which extends beyond science and geography.

Second, we argue that national curriculum and assessment frameworks should empower school leaders and teachers by recognising CCSE as an educational priority and ensuring that there are opportunities for children, young people and local communities to inform the ways CCSE is taught in schools.

Third, while this research found a range of excellent practices in teaching CCSE, we highlight the need for all teachers to have the time and support to access high-quality professional learning which develops their confidence and expertise in the context of CCSE.

Finally, given that curriculum reform is under way both across the UK and internationally, including Aotearoa New Zealand and Ireland, we recognise the importance of these reform processes as opportunities for educational researchers, teachers and young people to petition policymakers to genuinely realise CCSE as a universal entitlement.

References

Greer, K., Sheldrake, R., Rushton, E., Kitson, A., Hargreaves, E., Walshe, N. (2023). Teaching climate change and sustainability: A survey of teachers in England. University College London. https://discovery.ucl.ac.uk/id/eprint/10173208/

Rushton, E. A. C., & Walshe, N. (2025). Curriculum making and climate change and sustainability education: A case study of school teachers’ practices from England, UK. Environmental Education Research, 31(5), 1083–1097. https://doi.org/10.1080/13504622.2025.2471990

UNESCO. (2024). Greening curriculum guidance: Teaching and learning for climate action. https://doi.org/10.54675/AOOZ1758