Understanding progress in climate change and sustainability education in four state-funded secondary schools in England

Schools in England are now encouraged by the government to develop Climate Change and Sustainability Education (CCSE). In each of four state-funded secondary schools, interviews were conducted with staff and students to understand the progress they sought with respect to CCSE and how they envisaged that this would occur. A year later, reflexive interviews focused on what had been achieved, how this had occurred, the challenges faced by the staff and students, and how these might be overcome. Reflexive thematic analysis provided a theoretical framework for identifying areas that appeared to differentiate the approach of schools. Three key challenges are discussed that, while not emphasized in the current national guidance for England, appeared impactful on the progress of schools to develop effective CCSE: generating a shared vision, anchoring student communication with management, and developing the communication skills of staff and students.