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We have created a 'debate sheet' which includes questions and concerns that Teach the Future sometimes receive and some short, intelligent points to respond with to show the possibilities and benefits of integrating climate into education and to help prepare others in similar conversations.
‘It will be too expensive’:
If we don’t act now on climate change, the costs in the long run will be much greater.
The DfE’s sustainability and climate change strategy already has teacher training budgeted to ‘include climate change and sustainability in science teachers’ continuing professional development (CPD)’.
Countries, like Italy, have shown that repurposing the curriculum does not have high costs, particularly compared to many other climate solutions.
‘It will take too much time’:
Our plan is for climate education to be embedded into what is already being taught - it is not intended to be an add-on, just a supplementation of the current national curriculum. The climate crisis is already happening around us - it aligns with the Department of Education’s will to educate students on ‘the World around Us’, and is current and relevant.
‘We already have climate education’:
It’s in geography, it’s in science… but it’s not in every subject (plus it’s minimal and not very good anyway!). Given how early students specialise in the UK’s education system - an average of 8 GCSEs, and subsequently 3 A Levels, many will never even cover this despite the fact that it will affect every student.
Current ‘climate education’ is problem-centric rather than solutions-centred - students should be educated to a higher standard across disciplines (knowing the causes and range of impacts) and have some hope (solutions). Learning about greenhouse gases and the science of global warming is no way near enough!
Everybody will be impacted by the climate crisis so everybody (regardless of their interests and what they study) has the right to have the tools to combat climate change.
‘It’s not that bad/ there’s not public support behind this’:
70% of teachers feel they haven’t received adequate training to educate students about climate change
72% of students want to learn more about climate change in school
‘Should we not put our funding into actually decarbonising?’:
Who’s going to do the decarbonising if you don’t educate and inspire our young people to do those jobs? This isn’t an either-or situation - both can happen simultaneously.
‘Natural History GCSE!!!!!’:
No plan for funding for this GCSE - stretched local authority budgets means this will likely only be available to students at private schools
‘Plaster for a gaping wound’
Only an english exam board
Risks ‘siloing’ climate education
Article with TtF volunteers discussing this
‘Climate change is not real’:
Bye. (Don’t waste your energy convincing people who won’t be convinced - hopefully, we won’t be in rooms with people who want to discuss this)
‘You’re scaring children!!!’:
Yes, climate anxiety is a very real thing but teaching people about how to combat the crisis will not worsen this. - 95% of young people are worried about climate change.
They are scared because you are not giving them hope and solutions. They need to feel empowered to change things which can be achieved through climate education.
‘Voters don’t really care about climate education and young people can’t vote’:
Students of voting age (18-24) care — statistics from SOS-UK. Engage your future voters on issues they care about! Parents and carers will advocate for their children, who have huge influence through “pester power”.
The general public also cares about the climate crisis: ONS climate change stats. 64% are somewhat or very concerned, of which 74% are concerned about impact on future generations.
‘Teachers don’t have the time to learn all this on top of their regular teaching responsibilities - do you expect an English teacher to teach about climate change?’:
DfE have already said they’ll include climate change and sustainability in CPD training for teachers.
We want climate education content to be woven in with existing content so it is relevant.
‘It just isn’t a priority for us in the midst of a cost of living crisis, a failing NHS and downward economy’:
These are all connected crises! What’s more, this bill has cross-party support.
‘Teachers shouldn’t have to do a parent’s job’:
The point of school is to teach what not every parent has time/capacity/knowledge to talk to their child about, and the climate is one of those things. Every child deserves the same starting point