Teachers: we have climate-anxious youngsters, but can we do something about it


Since that publication is now no longer available, it has been made available in full here (December 2022).

Why does an individual become a teacher, and what is their number one priority? Is it to pass on knowledge of something that they are passionate about? Is it to give youngsters the best possible opportunities to fulfil their potential? I can’t speak for every single teacher. However, from my own experience, is that while passion and aspiration-raising are significant parts of a teacher’s identity, nurturing and protecting young people is fundamental. This loco-parentis aspect of the job is called ‘safeguarding’.

Through various jobs in education, I’m pretty clued up on safeguarding practice and policy. When I combine this with my experience working in the climate science sector, it is very clear to me that climate change is a safeguarding issue. I have laid out my case via teachers conferences,

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