Creative partnerships in the classroom: A case study of Climate Change All Change schools’ programme
7 min read
LINDA LLOYD JONES, DEBORAH OUTHWAITE AND EMMA RAWLINGS SMITH, CLIMATE CHANGE ALL CHANGE, UK
Introduction
The climate crisis is a significant threat to children's lives and futures. We live in a warming world, with rising sea levels, more extreme hydrological disasters and declining biodiversity. Recent school climate strikes illustrate that children and young people are not only aware of the climate crisis but want to do something about it (Taylor et al., 2019). Yet research recognises that children and young people are experiencing eco-anxiety (Pihkala, 2020) – fear, despair and anger about the ecological crisis – and are beginning to question how is it possible ‘to live in a world that evidently does not care about the future of children and young people’ (Hickman, 2024, p. 356). We argue that primary schools should be educating children with knowledge about climate change and teaching them creative and interdisciplinary skills to imagine and innovate solutions to it (Saff
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