Page 20 - Copy of Climate Change and Sustainability Education report

7.0 RISK OF INACTION

Currently there is a lack of skills needed for a just transition to
net zero, which is only going to get worse (Global Green Skills
report, 2023). We can’t afford to leave anyone out of potential
employment in this sector. There are also learners in alternative
education settings that do not see themselves fitting into
traditional employment opportunities, e.g. desk-based jobs, and therefore could
become economically inactive. However, educating ALN learners about climate
change and sustainability and providing hands-on educational experiences has

the potential to encourage them to seek job opportunities provided by a just transition
to net zero, e.g. agroforestry, solar panel installation, regenerative agriculture.

Vulnerable young people are impacted by climate change but unable to understand
what’s happening or do not have the tools to do anything about it. These learners
deserve the knowledge and ability to mitigate the impact of climate change, especially
due to the fact that people with disabilities (which include many of these young people

in ALN settings) are disproportionately impacted by climate change compared to those
without disabilities (Saxton & Ghenis, 2018). The impact that current CCSE taught in ALN
settings is having, for example Eco-Schools’ orchard planting, has had a huge impact on
learners’ confidence, skills and quality of life in the future. Without the introduction of
further CCSE resources, training, and support for staff in ALN settings, learners will leave
the education system with an altered sense of reality, unable to engage in discussions
around a critical topic that affects everyone worldwide.

There is a risk of ineffective delivery of the Curriculum for Wales. There is a potential that
the sustainability thread that runs throughout the curriculum could lie solely in outdoor
education to the detriment of CCSE. As discussed, outdoor education is a key tool for
teaching ALN learners, however much of the content is based on wellbeing rather than
CCSE. While it is understandable that pre-progression step learners are not likely to
understand the concept of climate change or sustainability, it is still important that they

learn about nature and looking after the environment as they can still form attitudes on
the world around them and how they want to protect that.

A further risk is the burnout of teachers and TAs

which may lead to staff leaving the profession. The
high demands of resource creation and learning
new concepts such as climate change and
sustainability after having taught all day can be
tiring and feel never-ending for teaching staff.
They do not want to do their learners a disservice
by not teaching them effective, engaging
activities on subjects they want to learn about, but
they also do not have time to create these
resources during their working hours as they have
to be available for learners at all times.
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