Research shows girls often worry more about climate change compared to boys. They also take a greater interest in learning about the issue. Furthermore, children from lower socio-economic backgrounds enjoy learning about climate change less than children from wealthier families.
Researchers at the Center for Climate Change and Sustainability Education at the University College London (UCL) in the United Kingdom explored how students in English schools think and feel about climate change.
Girls more affected by climate anxiety
Many students are concerned about the future of our planet. About 36 percent of students said they worry a lot or all the time about what the world will look like later on. Another 50 percent said they worry only little about this.
Among these students, girls reported higher levels of worry (44 percent) than boys (27 percent). When asked about their feelings on climate change, 53 percent of students said it makes them feel anxious. Additionally, only 16 percent believe adults are doing enough to protect the environment.
Professor Nicola Walshe, executive director of UCL’s Center for Climate Change and Sustainability Education, highlighted the need for deeper insight into students’ views and hopes concerning climate education.
She stated:
“There is very little in-depth understanding of students’ perspectives of and aspirations for climate change and sustainability education. These results form an incredibly important evidence base that we can use to better support schools and teachers.”
Gap in climate-focused guidance in schools
In a survey conducted by UCL researchers, 2,429 students aged 11 to 14 from 30 English schools shared their experiences with climate change and sustainability learning. This survey took place between March and May 2024.
The findings revealed a gap in climate-focused career guidance in schools. Only 31 percent of students felt their learning could lead to job opportunities in sustainability. Even fewer, 17 percent, showed interest in pursuing careers in this field. For less advantaged students, the figure was even lower at 14 percent.
Despite this, a significant number of students, 73 percent, expressed a desire to learn more about climate change, particularly through activities outside the traditional classroom setting.
Professor Walshe noted further gender differences in interest areas, stating, “Three quarters of the girls surveyed wanted to learn about how climate change impacts human health and well-being, compared to 60 percent of boys.”
She added:
“We know climate anxiety is higher among girls, so a more holistic climate change education that addresses a broader range of areas, including health and well-being, may help mitigate young people’s worries.”
Critical recommendations of the report
The report offers five critical recommendations for education policymakers and practitioners. It suggests developing provisions for green careers and increasing student engagement and action within schools. It also recommends integrating climate change and sustainability education across all school subjects.
Additionally, the report recommends directly addressing students’ feelings of anxiety, hopelessness, and anger, and advocates for expanding outdoor learning opportunities throughout the curriculum.
These survey results are pioneering in the field of climate education and provide a vital resource for educationalists and policymakers. This data will also enhance the center’s professional development program for teachers, known as Teaching for Sustainable Futures.
