Abstract
This research explores the experiences of young people aged 16-19 on two
environmental programmes. Many national and international organisations – UNESCO, Eco
Schools, Sustainable Schools (SS), outdoor centres and schools – have recognised the need to
educate young people about the environmental issues that will impact their futures, and equip
them with practical skills to collaborate and innovate towards more sustainable lifestyles.
However, there are numerous barriers to enacting environmental education of this kind
effectively, particularly for young people aged 16-19. This ethnographic study used
observation and interviews to explore the personal experiences of participants in two major
programmes based in England. The programmes were purposefully selected as being
examples of ‘good’ practice in environmental education, and also targeted teaching
approaches which are currently underrepresented in research with this age group. A
qualitative approach enabled a complexity and depth around environmental learning
experiences which aims to complement existing understanding gained from larger-scale,
questionnaire-based research.
This study found that specific teaching approaches were effective in three distinct
ways. Firstly, direct nature experiences that were facilitated by talented educators in informal
green spaces were beneficial for young people, generating extraordinary, immersed moments
in nature and opportunities to exercise independence and competence. Secondly, a
responsive, respectful approach to leadership during low risk tasks benefitted the young
people, offering them opportunities to exercise autonomy. Finally, challenging tasks in
informal green spaces where groups could work independently encouraged stronger social
relationships which had positive outcomes for environmental learning. This research
highlights teaching approaches that promote agency and citizenship in environmental
programming for young people, and explores the conditions where this might happen most
effectively.