Priorities for Climate Education Reform
5th March 2026
A new report, released Wednesday 4th March 2026, by the University of Reading, highlights that simply adding more climate and nature topics to the national curriculum is not enough. Schools need ongoing support to turn policy into real progress in the classroom and empower students for a sustainable future.
The report, drawing on insight from over 40 professional bodies and teaching organisations, unveils ten essential priorities to guide the next phase of climate education reform in the UK. These priorities are designed to help schools deliver high-quality, impactful climate and sustainability education in line with the government’s Curriculum and Assessment Review.
Crucially, the experts behind the plan emphasise that change will not happen in isolation. They call for a system-wide approach, starting with every school appointing a dedicated Sustainability Lead and Ofsted recognising schools’ sustainability initiatives in their inspections.
The Ten Priorities for Change
• Quality-controlling classroom resources: making sure materials from major publishers are accurate, up to date and adaptable for local use
• Reforming exam specifications: ensuring climate and nature are examined across multiple subjects, with specifications that can be updated as the science develops
• Expanding enrichment opportunities: ensuring all students have equal access to climate-related activities outside the classroom
• Supporting teachers: better training and resources across all subjects, including guidance on handling controversial issues in the classroom
• Defining essential content: making the basics of climate change, causes, consequences, and solutions compulsory for every student
• Keeping the focus on solutions: more emphasis on renewable energy, nature restoration and green careers in lessons, training, and exams
• Improving coherence and sequencing: clearer links between subjects and year groups to avoid repetition and build on prior learning
• Embedding green skills: weaving data, digital and critical thinking skills into climate and nature teaching across all subjects
• Strengthening the wider community: closer working between publishers, subject experts, industry, and young people
• Applying a climate lens to every subject: bringing climate and nature into subjects beyond the obvious ones, and ensuring it is covered in teacher training from the start
A Vision for 2031 and Beyond
The report envisions a future by 2031 where climate literacy is as fundamental as maths and English. Every student will leave school prepared for the challenges and opportunities of a greener economy. Experts stress that this transformation goes beyond knowledge; it is about empowering young people with hope, agency, and the practical skills to shape a sustainable future.
Professor Andrew Charlton-Perez, chair of the National Climate Education Action Plan, underscores the urgency:
‘Climate change touches every part of our lives, so it makes sense that it should touch every part of the education young people receive.’
Abi Marrison, Schools Manager, Music Mark, adds:
‘We have been leading the music sector on issues of Climate Change with our sustainability-themed conference, our ‘This is Not a Rehearsal’ campaign, and subsequent reports and training, such as commissioning UCL on Environmental Sustainability Practices in Music Hubs & Services and carbon literacy training with Positive Planet.
Our involvement in this report, working shoulder to shoulder with all curriculum subjects, has been a unique opportunity to embed this issue into the daily education of those who will inherit the result of the efforts we make today.’
Empowering the Next Generation
With support from leading organisations and educators, this ten-point plan is a clear roadmap for embedding climate and sustainability education at the heart of the UK’s schools. The goal is ambitious but essential: equip the next generation with the knowledge, skills, and confidence to tackle climate change and become leaders in a sustainable world.
