A longitudinal exploration of the successes and challenges of climate change education in primary schools

Abstract

Leadership and Climate Action Plans in Education are in place from 2025. Longitudinal studies, which illuminate how such plans might be enacted, remain elusive. Our research aims to fill this gap. We follow one primary school (c.500 5–11-year-olds) over three years, asking: How does a ‘successful’ school operationalise a whole school action plan for climate education? What supports and hinders the long-term success of a whole school approach? How and to what extent are wider justice considerations included in the success of climate change education action planning? Through a three-phase study drawing on a cycle of focus groups with 15 pupils and 9 parents, and repeated interviews with 2 teachers, we present findings that show the nuanced complexities of trying to embed climate action, and how vulnerable the progress is to competing pressures. We advocate for tackling social and climate justice together.