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Socioeconomic Variation in Emotional, Cognitive, and Behavioural Engagement with the Climate Crisis in England: Perspectives for Education

Edwards, Rachael C; Perry, Joy; Walshe, Nicola; (2025) Socioeconomic Variation in Emotional, Cognitive, and Behavioural Engagement with the Climate Crisis in England: Perspectives for Education. Behavioral Sciences , 15 (4) , Article 407. 10.3390/bs15040407. Green open access

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Abstract

Issues of economic inequality are inextricably linked to the present climate and environmental crisis, with disadvantaged groups facing disproportionate impacts. This paper explores the intersection of socioeconomic status (SES) and degrees of emotional, cognitive, and behavioural engagement with the climate crisis, as well as equity in the provision of climate change and sustainability education (CCSE). We surveyed over 2000 students (ages 11–14) in England, comparing responses between students with the most (n = 599) and fewest (n = 389) books at home (as a proxy for SES). Students from lower socioeconomic backgrounds were significantly less worried about a climate-altered future, had lower levels of knowledge about climate change, and were less likely to undertake a range of pro-environmental behaviours. Our findings also emphasise the critical role of the school environment in promoting engagement with the climate crisis and the need to improve provision of CCSE for disadvantaged groups. Further, they reveal severe socioeconomic inequalities in the perceived experiences of CCSE and participation in climate and sustainability action, which was observed even when these activities were made available. This suggests that school systems must consider other possible explanations for whether disadvantaged children and young people engage with these issues beyond their opportunity to do so.

Type: Article
Title: Socioeconomic Variation in Emotional, Cognitive, and Behavioural Engagement with the Climate Crisis in England: Perspectives for Education
Open access status: An open access version is available from UCL Discovery
DOI: 10.3390/bs15040407
Publisher version: https://doi.org/10.3390/bs15040407
Language: English
Additional information: © 2025 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
Keywords: climate change and sustainability education; climate crisis; climate justice; constructive hope; eco-anxiety; pro-environmental behaviour; socioeconomic inequalities; student perspectives
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment
URI: https://discovery.ucl.ac.uk/id/eprint/10206541
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