Absolutely. From learning about Climate Narratives in English Literature; to Carbon Accounting in Mathematics; to Renewable Energy in Science; to the environmental impact of industrialisation in History, taking a holistic approach to Climate Education is crucial. By embedding Climate Education within all subjects will not only educate our future leaders about the complexities and multifaceted impacts of Climate Change but would do so in a way which will bring young people with us by touching their hearts and school subjects which they are most enthusiastic about. Furthermore, this would give our young people the tools to implement a climate-conscious approach to any profession which they may pursue in their future careers, enabling us as a country to decarbonise across all sectors. We also need to think about introducing climate change education into higher education. I'm currently studying a Masters in Healthcare Leadership and am considering my team's role in delivering a greener NHS. This education could take place in institutions of higher education, but also vocationally within workplaces.

Without a doubt. It is no secret that the younger generation are increasingly experiencing climate anxiety, often citing a sense of powerlessness in quest to ensure our world changes course to a more ecologically-conscious and renewables-focused world. Ultimately, knowledge is power, and therefore, teaching our young people about the causes, and the mitigations & adaptations to climate change would not only remove the mysteries and the confusion surrounding the subject, but would also empower our youth as they would then have the tools to take positive action to combat Climate Change. Subsequently, having an enhanced sense of agency not only would increase the likelihood of young people taking positive action to mitigate Climate Change, but also alleviate anxieties they may have about the Climate Crisis. Additionally, as my constituency of Newark has experienced awful flooding in the past few years, I strongly believe that teaching the impacts of Climate Change at home as well as overseas would help students to better conceptualise the gravity of the Climate Emergency. This in turn would help younger people enhance their understanding of how they can involve themselves in not only mitigation, but also adaptation practices.

Yes, in principle. The extent to which our young people learn ultimately falls on the quality of our educators. Providing Climate Change and Carbon Literacy training for Teachers would not only equip them with the ball of knowledge to pass onto students but would also give Teachers the tools to challenge any mis/disinformation that young people may absorb from social media. Simultaneously, greater training for Teachers would allow them to make changes in their own lives such as leading a more climate-conscious lifestyle, as well as giving them ideas on how to decarbonise their own schools and make them more environmentally sustainable

Yes. While public finances are tight due to the Conservatives having car-crashing the economy for the past 14 years, ensuring that there are fully funded & fully costed financial mechanisms for educational institutions to decarbonise themselves is vital as schools ultimately set the example for our future generations. Moreover, not only would decarbonising schools be good for the environment, but also for public finances. Since renewable energy is cheaper than fossil fuels, collaborating with schools to ensure they are powered by renewable energy would decrease energy costs for them, and therefore leave schools leftover financial resources to reinvest in other areas, and thus requiring less money from the taxpayer.

Definitely. With the world increasingly grappling with the Climate Crisis, it is paramount that current and future generations are taught the green skills that are needed to adapt to an ever-decarbonising global economy. For instance, integrating green skills to job-related education would allow; investors to invest in the renewables sector rather than in fossil fuels; businesses to decarbonise and green their supply chains; architects, engineers & construction workers to design and build not only greener infrastructure, but adaptive capacity such as flood defence mechanisms. This final point is especially a priority for me since, as previously mentioned, my constituency of Newark has experienced horrendous floods in the past which have devastated local communities and their infrastructure. In fact, approximately 1 in 6 properties in Newark as well as Sherwood are at risk of flooding. Therefore, job-related education regarding high-quality climate adaptation is something which I deeply care about and whole-heartedly support.