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Policy briefing report 215 views

Climate change and sustainability education in additional learning needs and alternative provision settings

Jennifer Rudd Orcid Logo, Dai Thomas, Shannon O'Connor O'Connor, Bryony Bromley

Swansea University Authors: Jennifer Rudd Orcid Logo, Dai Thomas, Shannon O'Connor O'Connor

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DOI (Published version): 10.23889/SUreport.70546

Abstract

Background and Context: Climate Change and Sustainability Education (CCSE) is a mandatory requirement within the Curriculum for Wales (CfW), aligning with UN Sustainable Development Goals. However, delivery across Wales remains inconsistent, depending heavily on individual teacher expertise and conf...

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Published: Policy Briefing Report
Online Access: https://online.flipbuilder.com/keepwalestidy/veyp/
URI: https://cronfa.swan.ac.uk/Record/cronfa70546
Abstract: Background and Context: Climate Change and Sustainability Education (CCSE) is a mandatory requirement within the Curriculum for Wales (CfW), aligning with UN Sustainable Development Goals. However, delivery across Wales remains inconsistent, depending heavily on individual teacher expertise and confidence. CCSE in additional learning needs (ALN) and alternative provision settings is particularly challenging due to a lack of tailored resources and specialised teacher training, and the complexity of learners’ needs. For many ALN learners, who lack access to outdoor experiences or environmental education at home, ensuring engaging and appropriately levelled CCSE becomes not just an educational priority but a matter of social justice. Key Findings:The research was conducted through qualitative interviews and questionnaires with 26 settings across Wales, including:Special Schools; Specialist Teaching Facilities (STFs); Pupil Referral Units (PRUs); Learning Pathway Centres (LPCs); Education Otherwise Than At School (EOTAS) provisions; Moderate Learning; Difficulties (MLD) provision; Complex Needs Resource Base (CNRB) Four critical areas requiring immediate attentionhave been identified. The following findings were validated through a micro-Delphi study with 16 participants, confirming high consensus on identified needs: 1. Critical Resource Gap:Lack of appropriate materials: There are no readily available CCSE resources specifically for ALN learners with complex needs. Teacher burden: Educators are creating resources from scratch due to curriculum requirements, leading to increased preparation time, guilt, and burnout. Differentiation challenges: All lessons require ad hoc differentiation by the teacher to suit the needs of the learners in front of them, however outdoor learning resources in particular require significant adaptation. Age-stage disconnect: Resources either exceed learners' cognitive abilities or are age-inappropriate e.g. nursery age children depicted in a resource used by teenagers. Micro-Delphi validation: 13 of 16 participants rated resource needs as urgent, with age-appropriate content for older learners identified as the top priority. 2. Particular Challenges for Early Learners: Severe resource shortage: Resources suitable for pre-progression step and routes for learning levels are in severely short supply. 3. Insufficient Staff Training: Knowledge gaps: Teachers lack confidence in climate change and sustainability concepts. Irrelevant mainstream training: Existing training focuses on activities unsuitable for ALN learners, leaving teachers frustrated and without practical resources. Cross-curricular confusion: Many teachers still view CCSE as science-specific rather than a cross-curricular theme. Limited accessibility: Training often excludes teaching assistants, who play crucial roles in ALN settings. Reduced confidence: There is a lack of examples and guidance, which prevents teachers from attempting CCSE delivery. 4. Absence of Specialised Networks: Isolation: ALN teachers lack opportunities to share best practices and resources specific to CCSE. Limited collaboration: While ALN cluster working exists for mainstream ALN coordinators, no dedicated CCSE networks serve alternative provision settings. Underrepresentation: Routes for learning and pre-progression step learners are rarely represented in the limited existing meetings and current training available. Impact and Necessary Action: Addressing the aforementioned gaps is essential for achieving truly inclusive climate education that drives sustained behaviour change across all learner populations. Without immediate action, Wales risks failing to meet its net-zero emissions target by 2050 while simultaneously denying ALN learners their right to environmental education, informed citizenship and opportunities to join green skills industries.
College: Faculty of Humanities and Social Sciences
Funders: SMART Partnership from Welsh Government, match funding from Keep Wales Tidy

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