Teaching about climate change: the perceptions and experiences of teachers

Quyen Van*, James Underwood

*Corresponding author for this work

Research output: Contribution to Book/ReportConference Contributionpeer-review


This paper is an exploration into teachers’ perceptions of raising climate change awareness among secondary students in England. The paper starts with the presentation of a summary concept framework of teachers’ views on teaching about man-made climate change, based on previous research. This is followed by an exploration, into the views of four current teachers working in schools in England. This is based on four interviews. This interview data is presented to provide insights from teachers’ voices, about teachers’ understanding of, and attitude towards climate change education. The paper also specifically explores teachers’ attitudes towards student activism. The conclusion reached is that teachers are aware of the importance of climate change education and supportive of student activism, possibly increasingly so, but find challenges with bringing this into the classroom. These challenges come from a pressurized curriculum and limited resources.
Original languageEnglish
Title of host publicationImagining Better Education
Subtitle of host publicationConference Proceedings 2022
EditorsHolly Bennion, Harriet Broadfoot, Keji Fan, Tong Meng, Yuanya Zhang, Qiandong Zhou
Place of PublicationDurham, UK
PublisherUniversity of Durham
Number of pages16
ISBN (Electronic)978-0-907552-40-6
Publication statusPublished - 30 Jun 2023
EventImagining Better Education 2022 - Durham University, Durham, United Kingdom
Duration: 20 Oct 202221 Oct 2022


ConferenceImagining Better Education 2022
Country/TerritoryUnited Kingdom


  • human-made climate change
  • activism
  • school strikes
  • teacher voice
  • environment education


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