Supporting teacher wellbeing and agency through a mindset approach to climate change education

Scientific evidence identifies the urgency for human action in relation to the ecological and climate crisis on our planet (IPCC, 2022). The role of education system, therefore, requires more than a change in curriculum which delivers a cohesive understanding of the causes, impacts and solutions to climate change and biodiversity loss. It demands an education which supports a transformation across mindsets and systems (OECD, 2024). While there are some changes to curriculum policy across different countries, young people and teachers demand for a better-quality climate change education that promotes student voice, communication skills and opportunities for action (UNESCO, 2022; Rushton, 2024) This poster presents a design-based research study (Hoadley, 2022) exploring how future teachers can be supported in the development of a climateconscious mindset across their professional practice. Using an iterative process of delivering workshops to future primary teachers, a framework of ten key ideas was refined to inform a holistic climate change education. The overarching aim being to support future teachers agency and responsiveness in their practice, promoting resilience, positive-action and wellbeing, for themselves and the children they teach.