New report: Climate education and the school grounds
Carley Sefton reflects on the publication of a new report with the Education Policy Institute, outlining how school grounds can become a cornerstone for climate resilience and education.
School grounds have the potential to transform not only children’s learning experiences but also their futures. In a rapidly changing world, equipping the next generation with the tools they need to understand and tackle climate challenges has never been more vital. Today, Learning through Landscapes, in collaboration with the Education Policy Institute, unveils the report “Climate and Education: Strategies for Adaptation, Learning and Play”. Carley Sefton, CEO of Learning through Landscapes, shares insights from the report and how its findings will drive a bold new initiative to empower schools, protect outdoor spaces, and create a sustainable future for all.
Background to the ‘Climate and Education’ report
At Learning through Landscapes, our mission has always been clear: to champion the incredible potential of school grounds. Over the last 30 years, we’ve seen how these spaces can provide much more than a place to play. They can also become dynamic ecosystems for learning, exploration, and connection with nature.
This belief drives everything we do, from the creation of curriculum-linked resources to global initiatives like Outdoor Classroom Day. Our commitment to schools is unwavering; we’ve invested over £35 million to help unlock the transformative power of outdoor learning in UK schools — but we know there is still so much more to do.
Standing on the front lines of a rapidly changing world, it’s impossible to ignore the role education plays in preparing our children for the future. Climate change is the defining challenge of our time, and it’s up to us to help children and young people meet it head on.
Schools today face significant challenges in deciphering how to go about this, and it’s these challenges that led us to work with the Education Policy Institute to commission the report, Climate and Education: Strategies for Adaptation, Learning and Play. This report provides a comprehensive look at the state of climate education in the UK. It also offers a clear, actionable roadmap for how we can better support schools in making the most of their outdoor environments.
The report lays the foundation for an ambitious new chapter for us: our three-year School Grounds Infrastructure & Policy Review project. This initiative is about more than improving individual school grounds — it’s about shaping a national movement that ensures outdoor spaces are recognised and protected as essential places for learning, play, and climate resilience.
Understanding the barriers to climate education
One of the most valuable aspects of this report is the spotlight it shines on the barriers preventing schools from embracing the full potential of outdoor learning and climate education. These are some of the key challenges:
- Teacher workload: Teachers are already stretched thin, and it’s understandable that the idea of adding climate education to the list of responsibilities can feel daunting. The report emphasises the need to embed this work into existing lessons in a way that feels manageable and natural.
- Curriculum constraints: Schools often face rigid curricula, leaving little room for new topics — but there’s potential here. By weaving environmental themes into current subjects, we can introduce outdoor learning and climate education without overloading teachers.
- Lack of confidence and training: Many teachers tell us they lack the confidence or training to effectively teach climate-related subjects or lead outdoor lessons. That’s why investing in teacher training and CPD opportunities is critical.
- Inequalities in access to nature: A stark finding highlighted by this report is the inequality in access to green spaces for disadvantaged schools. Every child deserves the opportunity to connect with nature, and addressing this issue is a top priority for us.
- The threat of school ground sales: Another concern is the worrying trend of school grounds being sold off, particularly in areas where housing pressures are high. If this continues, we risk losing the very spaces that children need most.
A clear plan of action
This report is more than a reflection on the challenges — it’s a call to action. Its findings will guide us as we move forward with our School Grounds Infrastructure & Policy Review project. Here’s what we plan to do:
- Advocate for policy change: We’ll use this report to push for stronger protections for school grounds and statutory requirements for climate education.
- Empower teachers: Teachers are at the heart of this work. We’re committed to equipping them with practical resources, high-quality training, and ongoing support to bring climate education and outdoor learning to life.
- Share best practices: There are already so many inspiring examples of schools embedding outdoor learning in meaningful ways. We’ll be shining a spotlight on these success stories to help guide and inspire others.
- Collaborate with partners: We know that we can’t do this alone. Collaboration is key, whether it’s working with local authorities to address inequalities in green space access or teaming up with other organisations to support schools in developing their grounds.
A shared vision for the future
As I reflect on what lies ahead, I feel a deep sense of hope and determination. This report is more than just a document — it’s a springboard for change. By working together with schools, policymakers, and communities, we can transform school grounds across the UK into vibrant spaces where every child can thrive.
I would like to thank all the people and organisations who have given their to input into this report via the round tables and webinar, especially Stephen Morgan MP. I would also like to extend special thanks to all the staff at the Education Policy Institute for driving this important discussion forward. I see this as just the beginning, and we’re so excited for what’s to come.
Together, we can make this vision a reality.
Carley Sefton, CEO, Learning through Landscapes
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