Abstract
The Secondary Leadership in Climate Education project (SLiCE) followed the progress of four Gloucestershire schools during 2021-2024 in their efforts to promote education for Sustainability and Climate Change (SCC). Through interviews with students, staff and senior management, the project tracked the achievements and challenges faced by schools, aiming to identify those aspects of a school’s approach that appeared key to understanding their progress.
SLiCE schools were addressing sustainability and climate change in a range of different ways, including the planting of green areas and vegetable patches, more recycling, sustainable sourcing of canteen food and composting of its waste, and sustainable school transport and energy, as well as the mapping and development of SCC-related curriculum across subjects. All our four schools were also actively involved with the Eco-Schools programme.
Across the schools, three potentially critical features helped explain differences in how schools were progressing:
* Shared vision and values
* Enabling students to “speak to power”
* Supporting communication for change
SLiCE schools were addressing sustainability and climate change in a range of different ways, including the planting of green areas and vegetable patches, more recycling, sustainable sourcing of canteen food and composting of its waste, and sustainable school transport and energy, as well as the mapping and development of SCC-related curriculum across subjects. All our four schools were also actively involved with the Eco-Schools programme.
Across the schools, three potentially critical features helped explain differences in how schools were progressing:
* Shared vision and values
* Enabling students to “speak to power”
* Supporting communication for change
| Original language | English |
|---|---|
| Number of pages | 4 |
| Publication status | Published - 9 Jul 2024 |
Research Groups and Themes
- SoE Centre for Psychological Approaches for Studying Education
