More than half of teachers in England are in favour of educating children on taking direct action against climate change according to a new survey. The research led by the University of Bristol is the largest of its kind in the UK. It involves the views on climate change education of 626 primary and secondary teachers across England.

Results reveal teachers believe almost unanimously in an action-focused climate change curriculum incorporated across subjects, starting with conservation projects in early primary school. The majority (54%) also believe this should extend to participation in civil disobedience at secondary school.

Commenting is lead author Paul Howard-Jones, Professor of Neuroscience and Education.

“Teachers want their students to be informed in how they think and what they do about the climate emergency. They are ready and willing to move forward with radical, action-oriented programmes of education that can help students drive our response to climate change.”

The study published in Environmental Education Research also found around three-quarters (72%) of respondents were already teaching or talking about climate change with their students. This is in comparison to less than half (42%) of teachers in the US, according to a recent Ipsos survey.

Generally, the data suggest teachers are more aligned with scientific opinion regarding the urgency and seriousness of the climate crisis than their US counterparts. Almost all (97%) teachers surveyed in England believe humans are causing climate change. This is in comparison with only 39% of teacher respondents in the US.

Almost one in five (19%) of teachers in England thought climate change was more important for further funding than STEM (Science, Technology, Engineering, and Mathematics) subjects and second only to basic literacy (42%). This is almost four times the number of teachers in the US who would prioritise climate change (5%).

Currently, in England, compulsory climate change education is limited to Science and Geography lessons at secondary school. However, Geography is only compulsory for 11-14-year-olds at Key Stage 3.

The curriculum covers how human and physical processes have interacted historically to influence and change landscapes, environments, and the climate. It doesn’t require students to understand the wider impact of climate change on the environment, economy, and society; including social injustices and ethical dimensions.

Teaching that promotes behaviour change also tends to be limited to low-impact individual action. However, more than half (51%) of schools across England are now academies. This means they are not obliged to follow the National Curriculum; therefore creating scope for more freedom in the style and content of climate change education.

Also commenting is professor Howard-Jones of the university’s School of Education and Cabot Institute for the Environment.

“Despite being under-represented in the National Curriculum, climate change is something many young people feel passionate about. School children have been inspired by Greta Thunberg, who has demonstrated the importance of peaceful protest to raise awareness of the climate crisis and spur individual as well as large-scale change. They have also seen the tactics of groups like Extinction Rebellion and many have become activists already.

“Our research indicates that teachers are prepared to support their activism through an action-oriented approach to Climate Change Education. With COP26 being hosted in the UK in November, there has never been a better time to reflect on how we’re preparing young people for the defining issue of today.”

The University of Bristol is leading a network aimed at developing more effective climate change education in schools. The Climate Change Education Research Network (CCERN) comprises the partner Universities of Bath, Bristol, Cardiff and Exeter.