The Teach the Future campaign, supported by SOS-UK, has carried out research with teachers in secondary education to understand the extent to which climate education is embedded in the curriculum.
‍

‍
4690 teachers in England responded to the survey, delivered through the Teacher Tapp research app. Teachers were asked to respond in relation to embedding climate education focused on climate change, the ecological crisis and the challenges for humanity arising from both or either of these issues.

The main findings include:

• 51% secondary teachers surveyed say climate change, the ecological crisis and the challenges posed by these issues are not embedded in their school's curriculum, in their subject, in a meaningful and relevant way
• 33% say climate change is embedded in subject curricula in a meaningful and relevant way, with 21% saying this about the ecological crisis. 21% say the challenges for humanity stemming from either / both these issues are embedded.
• When asked what would support the embedding of climate change within the curriculum for their subject respondents say they need specific capacity/time for developing climate change curriculum content (43%) and opportunities to collaborate with different subjects to develop the curriculum (39%).
• When asked what would support the embedding of the ecological crisis within the curriculum for their subject respondents say they need specific capacity/time for developing climate change curriculum content (39%) and opportunities to collaborate with different subjects to develop the curriculum (33%)

Visit the Teach the Future website to access full details of the research, or download the overall summary and subject breakdown reports here.