Perceptions of the environment and climate change among adolescents in Bradford, England: evidence from the Born in Bradford Age of Wonder study

<ns3:p>The environment and climate change are key influences on young people’s experiences of growing up. We described relevant quantitative and qualitative data in the 2023/24 round of Born in Bradford: Age of Wonder, a longitudinal survey of secondary school pupils in Bradford. 8,466 pupils at 25 mainstream secondary schools participated. The median age was 13.9 (IQR 13.2-14.7); 40.0% were Pakistani; 35.4% were White British; 24.6% were of other ethnicities; 61.2% lived in the most deprived quintile of neighbourhoods nationally. Perceptions of air quality were worse among older than younger adolescents, worse among girls than boys, and worse among White British adolescents than those of other ethnicities. Feelings about the future of the environment followed the same pattern. We had small-area environmental indictors around the home address for a subset of 2,951 pupils, which showed 61.3% of the sample had a park or public garden within 12 – 15-minute walking distance, and that Pakistani adolescents were exposed to the highest air pollutant concentrations and had the highest number of green spaces. Qualitative data show that several factors influence young people’s perceptions of the environment. Participants had mixed feelings about the air quality in Bradford, with some recognising the impact on their health, whilst others felt indifferent. A key environmental concern was the pervasiveness of litter. Green spaces such as parks and playing fields were important for young people as places to play and socialise. Some encountered barriers to use, such as animal fouling and litter. Participants viewed climate change seriously and were frustrated with lack of action. In contrast with the quantitative findings that showed variation in concern between demographic groups, the qualitative data suggested a broad consensus among young people that urgent action on climate change is needed, with schools seen as having an important role in promoting climate-positive behaviours.</ns3:p>