Page 24 - Copy of Climate Change and Sustainability Education report

“The trouble is when you've got to do all the teaching all day and then

you've got to go home look after your own kids and the night, but then you
know you're going to have to spend three hours creating resources to be

able to do your next day's lessons, otherwise you're doing a disservice to
your pupils, but you're knackered and you don't know where anything is.

So you're having to become really good at Canva and Word and Publisher
and, you know, Sway and all these other things that they keep throwing at
you and oh, I'll just go on chat GTP, and whatever, and I'll go on this AI app

and they're great and they're all lovely ideas, but you have to be able to
use them and really understand how to use them properly, and then only

certain parts of it are suitable anyway, so you then have to chop out those
parts and create something new anyway. and all of that takes time and

obviously that's something that we don't have. Because in school they
need us, and they need us all the time.”

Inclusive Climate Education for All

This report explores how Climate Change and Sustainability Education

(CCSE) can be made accessible to learners with Additional Learning Needs
(ALN) across Wales. Based on input from 26 ALN settings and a micro-Delphi

study, it identifies key gaps in resources, training, and support.
With clear, practical recommendations, it offers a roadmap to ensure all
learners can engage with sustainability, regardless of their needs or setting.

C L I M A T E C H A N G E A N D S U S T A I N A B I L I T Y E D U C A T I O N
CLIMATE CHANGE AND SUSTAINABILITY EDUCATION
I N A D D I T I O N A L L E A R N I N G N E E D S
IN ADDITIONAL LEARNING NEEDS
A N D A L T E R N A T I V E P R O V I S I O N S E T T I N G S
AND ALTERNATIVE PROVISION SETTINGS

Shannon O’Connor, Dr Jennifer Rudd, Dr David
Thomas and Bryony Bromley