It is rare for young people to have a meaningful voice in the systems that govern their learning, so when the opportunity arises - we must listen. As a Youth Panellist for the Shadow Curriculum and Assessment Review, representing Students Organising for Sustainability (SOS-UK), I have been working alongside a team of passionate young leaders to ensure that student voices are not just heard but centred in England’s education reform.
We have already met with members of the Government Panel, are in the process of organising roadshow events across England, and now, we’ve launched our interim report. This report reveals a snapshot of what young people across England think about their education, and the message is clear: students want climate education to be a fundamental, integrated part of learning - not an afterthought.
The Evidence: Young People Expect More from Climate Education
Our research, engaging students from Key Stage 1 to Key Stage 5, uncovered a shared frustration: students want to understand the world they will inherit, but they don’t feel their education equips them for that reality. Climate change remains side-lined, treated as a niche topic within science and geography rather than recognised as a defining issue of our time. Many students expressed feelings of unpreparedness to address climate change personally and professionally, noting that their education isn't keeping pace with scientific advancements or the evolving societal and occupational shifts necessitated by climate adaptation and mitigation. Additionally, students highlighted a lack of opportunities to engage directly with nature, which they believe is essential for understanding ecological systems and alleviating school-related stress.
“Things that affect my future are missing from my learning, such as climate change.” (KS3 Student)
Reimagining Climate and Nature Education
If students could rewrite the curriculum, what would they include? Their answers were thoughtful, practical, and deeply engaged:
1. A curriculum that embeds climate and nature education across all subjects — not just in the sciences, but in history, literature, and even mathematics, where it can be linked to economic and statistical realities.
2. More education on climate solutions — not just warnings of disaster, but a balanced exploration of mitigation, adaptation, and innovation.
3. Experiential and outdoor learning — moving beyond textbooks to engage with nature first-hand, fostering a deeper understanding of ecological systems.
4. A justice-oriented approach — recognising that climate change is as much a social issue as an environmental one, shaped by inequality, politics, and power structures.
5. Support for navigating eco-anxiety — ensuring that students do not just receive information but are given the emotional and intellectual tools to process it constructively.
Beyond Climate: Other Insights from Young People
Of course, the call for change extends beyond climate education. Young people want a more dynamic, relevant, and compassionate education system - one that prepares them for real life. Among the key themes that emerged were:
1. A need for less focus on high-stakes exams, which many feel are damaging to mental health.
2. A desire for education that reflects the real world, including financial literacy, political engagement, and digital skills.
3. A shift towards interactive and discussion-based learning, moving away from passive memorisation and rigid structures.
The Shadow Panel’s Recommendations on Climate and Nature Education
With these findings in mind, the Shadow Panel has put forward clear recommendations to ensure that climate education is no longer a marginal issue but a core pillar of learning:
· Climate literacy should be a baseline for every student, embedded throughout the curriculum in a way that reflects its relevance to all aspects of life.
· Schools should embody sustainability in practice, not just in theory—from curriculum design to the way buildings are powered and food is sourced.
· Young people should have a direct role in shaping their own education, ensuring that reforms reflect the concerns and priorities of those they are designed to serve.
Necessary Work for a Changing World
The need for reform is clear. But meaningful change requires more than policy adjustments - it demands a transformation in how we view education itself. Education should not be solely focused on exam results or workforce preparation. It should be about fostering curious, critical thinkers who have the tools to meet the challenges of their time. If climate change is set to define our futures, young people need an education that provides us with the knowledge, skills and agency to meet this future with confidence.
The best education does not just inform; it empowers, and it’s about time we made that a reality.
Get Involved
If this resonates with you, please join the conversation. Gathering diverse perspectives will make this movement as reflective and successful as possible. Get involved and reach out - we need everyone at the table for real change to happen. Visit: https://shadowpanel.uk/