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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
first_indexed 2025-09-30T15:32:40Z
last_indexed 2025-11-01T09:35:02Z
id cronfa70546
recordtype SURis
fullrecord <?xml version="1.0"?><rfc1807><datestamp>2025-10-31T11:44:33.3849126</datestamp><bib-version>v2</bib-version><id>70546</id><entry>2025-09-30</entry><title>Climate change and sustainability education in additional learning needs and alternative provision settings</title><swanseaauthors><author><sid>c2e4cf0f048a86b5ca2f331e6c566aff</sid><ORCID>0000-0002-5209-477X</ORCID><firstname>Jennifer</firstname><surname>Rudd</surname><name>Jennifer Rudd</name><active>true</active><ethesisStudent>false</ethesisStudent></author><author><sid>3f61bc721c3cf1c7eb8354fff4b32099</sid><firstname>Dai</firstname><surname>Thomas</surname><name>Dai Thomas</name><active>true</active><ethesisStudent>false</ethesisStudent></author><author><sid>d931f89bfb0a19cfc87c4461641f6728</sid><firstname>Shannon O'Connor</firstname><surname>O'Connor</surname><name>Shannon O'Connor O'Connor</name><active>true</active><ethesisStudent>false</ethesisStudent></author></swanseaauthors><date>2025-09-30</date><deptcode>CBAE</deptcode><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&#x2019; 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.</abstract><type>Policy briefing report</type><journal/><volume/><journalNumber/><paginationStart/><paginationEnd/><publisher/><placeOfPublication>Policy Briefing Report</placeOfPublication><isbnPrint/><isbnElectronic/><issnPrint/><issnElectronic/><keywords/><publishedDay>0</publishedDay><publishedMonth>0</publishedMonth><publishedYear>0</publishedYear><publishedDate>0001-01-01</publishedDate><doi>10.23889/SUreport.70546</doi><url>https://online.flipbuilder.com/keepwalestidy/veyp/</url><notes/><college>COLLEGE NANME</college><department>Management School</department><CollegeCode>COLLEGE CODE</CollegeCode><DepartmentCode>CBAE</DepartmentCode><institution>Swansea University</institution><apcterm/><funders>SMART Partnership from Welsh Government, match funding from Keep Wales Tidy</funders><projectreference/><lastEdited>2025-10-31T11:44:33.3849126</lastEdited><Created>2025-09-30T16:23:22.0499257</Created><path><level id="1">Faculty of Humanities and Social Sciences</level><level id="2">School of Management - Business Management</level></path><authors><author><firstname>Jennifer</firstname><surname>Rudd</surname><orcid>0000-0002-5209-477X</orcid><order>1</order></author><author><firstname>Dai</firstname><surname>Thomas</surname><order>2</order></author><author><firstname>Shannon O'Connor</firstname><surname>O'Connor</surname><order>3</order></author><author><firstname>Bryony</firstname><surname>Bromley</surname><order>4</order></author></authors><documents/><OutputDurs/></rfc1807>
spelling 2025-10-31T11:44:33.3849126 v2 70546 2025-09-30 Climate change and sustainability education in additional learning needs and alternative provision settings c2e4cf0f048a86b5ca2f331e6c566aff 0000-0002-5209-477X Jennifer Rudd Jennifer Rudd true false 3f61bc721c3cf1c7eb8354fff4b32099 Dai Thomas Dai Thomas true false d931f89bfb0a19cfc87c4461641f6728 Shannon O'Connor O'Connor Shannon O'Connor O'Connor true false 2025-09-30 CBAE 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. Policy briefing report Policy Briefing Report 0 0 0 0001-01-01 10.23889/SUreport.70546 https://online.flipbuilder.com/keepwalestidy/veyp/ COLLEGE NANME Management School COLLEGE CODE CBAE Swansea University SMART Partnership from Welsh Government, match funding from Keep Wales Tidy 2025-10-31T11:44:33.3849126 2025-09-30T16:23:22.0499257 Faculty of Humanities and Social Sciences School of Management - Business Management Jennifer Rudd 0000-0002-5209-477X 1 Dai Thomas 2 Shannon O'Connor O'Connor 3 Bryony Bromley 4
title Climate change and sustainability education in additional learning needs and alternative provision settings
spellingShingle Climate change and sustainability education in additional learning needs and alternative provision settings
Jennifer Rudd
Dai Thomas
Shannon O'Connor O'Connor
title_short Climate change and sustainability education in additional learning needs and alternative provision settings
title_full Climate change and sustainability education in additional learning needs and alternative provision settings
title_fullStr Climate change and sustainability education in additional learning needs and alternative provision settings
title_full_unstemmed Climate change and sustainability education in additional learning needs and alternative provision settings
title_sort Climate change and sustainability education in additional learning needs and alternative provision settings
author_id_str_mv c2e4cf0f048a86b5ca2f331e6c566aff
3f61bc721c3cf1c7eb8354fff4b32099
d931f89bfb0a19cfc87c4461641f6728
author_id_fullname_str_mv c2e4cf0f048a86b5ca2f331e6c566aff_***_Jennifer Rudd
3f61bc721c3cf1c7eb8354fff4b32099_***_Dai Thomas
d931f89bfb0a19cfc87c4461641f6728_***_Shannon O'Connor O'Connor
author Jennifer Rudd
Dai Thomas
Shannon O'Connor O'Connor
author2 Jennifer Rudd
Dai Thomas
Shannon O'Connor O'Connor
Bryony Bromley
format Policy briefing report
institution Swansea University
doi_str_mv 10.23889/SUreport.70546
college_str Faculty of Humanities and Social Sciences
hierarchytype
hierarchy_top_id facultyofhumanitiesandsocialsciences
hierarchy_top_title Faculty of Humanities and Social Sciences
hierarchy_parent_id facultyofhumanitiesandsocialsciences
hierarchy_parent_title Faculty of Humanities and Social Sciences
department_str School of Management - Business Management{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Management - Business Management
url https://online.flipbuilder.com/keepwalestidy/veyp/
document_store_str 0
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description 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.
published_date 0001-01-01T18:08:18Z
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