Abstract
Children and young people's access and entitlement to climate change and sustainability education within school is dependent on teachers, and the ways in which teachers' work is shaped by the wider education system. Drawing upon a climate change and sustainability education survey of teachers in England, we focus on a sub-set who reported that they were teaching geography in primary and/or secondary schools. Through this survey, we examine the teachers' participation in professional development and how they incorporate climate change and sustainability in their teaching of geography. Within the data, teachers of geography show that they are embedding some aspects of climate change and sustainability education in geography curricula, though the teacher development this rests upon is often reported as a 'self-taught' approach rather than through formal initial or continuing professional development. The paper finishes by considering enablers and constraints for geography curriculum-making for climate change and sustainability education, and identifying priorities for professional development agendas for teachers of geography.