How can education and care sectors best respond to environmental climate related risks or future pandemics to limit the impact on education?

Background

Our goal is to create a world-class school system that ensures every child is taught a broad and ambitious knowledge-rich curriculum by highly skilled teachers, so they can achieve their potential. We need to continue to develop the evidence base around effective teaching practice and curriculum design, with teaching increasingly viewed as an applied science (akin to medicine) where evidence-based approaches are widely utilised, and skilled teachers draw upon expert support and professional communities. We also need to build our understanding of how best to replicate the success of high performing schools, and how school trusts can improve the effectiveness and efficiency of their schools, including through management of the school estate. A key part of this is building evidence on the most successful school approaches to improving attendance.

Next steps

If you would like to discuss previous, ongoing or potential research into any of the areas in this document, please contact research.engagement@education.gov.uk.

Source

This question was published as part of the set of ARIs in this document:

Df E Areas of Research Interest 2024

Related UKRI funded projects

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  • CCC-CATAPULT: Challenging the Climate Crisis: Children's Agency to TAckle Policy Underpinned by Learning for Transformation

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  • LEVERS - Learning Ventures for Climate Action.

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  • Mitigating the impact of COVID-19 disruption on the quality and retention of trainee and newly qualified secondary school teachers

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  • Cohort for research into Living EnVironments and hEalth in childRen: CLEVER

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    The project focuses on studying the link between environments in and around schools and homes, and children's health and education, aligning with the question's goal of responding to environmental climate related risks or future pandemics in education.

  • LEVERS: LEarning VEntuReS for Climate Justice

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