Sustainability and Climate Change (National Curriculum)

Olivia Blake Excerpts

Wednesday 27th October 2021 Westminster Hall

[Olivia Blake (Sheffield, Hallam) (Lab)]

It is a pleasure to serve under your chairship, Ms Ghani. It is fantastic that my hon. Friend the Member for Nottingham East (Nadia Whittome) has secured the debate. Although she is a Gen Z-er and we are millennials, and our two generations disagree on many things, what unites us is our passion for the environment. Certainly, we millennials have been very inspired by Gen Z pushing forward this agenda.

In the House last week, I spoke about the Sheffield Hallam climate manifesto, which was a product of months of meetings with my constituents. We brought together campaigners, trade unionists, experts and people from across the constituency to outline measures to tackle the climate emergency and what the UK should ask for in the COP26 negotiations. In our discussions it was all too clear that, although some understood the importance and scale of the climate emergency, they were not sure about what action should be taken and felt powerlessness to effect the change they know we need.

That feeling of powerlessness reflects the remoteness of political institutions such as COP26 from people up and down the country who want more robust action on the climate emergency. It also reflects a gulf between the desire to do something and the knowledge of what to do. The same goes for young people: 2.5 million seven to 17-year-old Britons want increased teaching on the climate crisis in schools. The Institution of Engineering and Technology found recently that 68% of young people would like to work in green jobs, but 71% said that they lacked knowledge about those careers, which could stop them pursuing one.

That is a problem for our democracy but it is one that we can help to fix through our education system. The climate crisis is not going away, and if the purpose of our school system is, as a Labour Prime Minister once said,

“to equip children to the best of their ability for a lively, constructive place in society”,

it is right that we educate them about it through the national curriculum. I pay tribute to organisations like Hope for the Future, which works with schools in my constituency and beyond, for their vital work to engage young people and teach them about the climate emergency and democracy.

It is our responsibility to educate our young people about the collective challenges we face, but it should also be said that had it not been for young people we would be less aware of these issues. Often, young people have been the educators. From Greta Thunberg and the youth climate strikers to youth-led organisations such as Teach the Future, all provide excellent examples of the lively and constructive contribution that young people continue to make to the debate.

Given how young people have often led the discussion, it is appropriate not only to put the climate emergency on the national curriculum, but to ensure that it is part of lifelong learning curricula too. All too often, young people are leading the way while adults struggle to understand the full extent of the crisis and the opportunities offered by green jobs. A just transition to net zero that puts our communities, not a handful of elite decision makers, at the centre of our response means raising the general level of education about the climate emergency. Making it part of our national curriculum is fundamentally a democratic demand, which millions of young people are making. We should all listen to them.