14 Table 1: Reported inclusion of climate change and sustainability in teaching.5 Never Almost never Sometimes Often Very Often Responses I include content related to climate change in my teaching 8.6% 9.9% 37.0% 24.2% 20.3% 627 I include content related to sustainability in my teaching 7.9% 11.3% 35.9% 24.8% 20.3% 622 I am encouraged by school leaders to discuss climate change/sustainability in the classroom 16.3% 23.8% 31.6% 19.1% 9.3% 614 My students bring up climate change/ sustainability in the classroom 6.3% 15.8% 44.9% 25.3% 7.7% 608 I plan my climate change/ sustainability teaching with colleagues 27.6% 22.1% 27.9% 15.2% 7.2% 612 There is progression in teaching related to climate change and/or sustainability in my school 21.0% 21.0% 32.5% 18.7% 6.7% 609 Differences in inclusion of climate change and sustainability by current teaching (subject and level) Respondents currently teaching geography at any level of schooling reported more frequent inclusion of climate change and sustainability content in their teaching compared with those not teaching geography. Specifically, respondents who teach geography were more likely to report that they ‘often’ or ‘very often’ incorporated climate change and sustainability content in their teaching, received encouragement by school leaders to do so, experienced their students raising climate change/sustainability in the classroom, and planned climate change/sustainability teaching with colleagues (Table 2). Respondents who reported currently teaching science in any level of schooling reported similar frequencies of including climate change content compared to those not teaching science. 5 The table shows the percentage of responses for each of the categories that could be selected for each questionnaire item, and the number of responses for each questionnaire item. Higher percentages of responses per category are given darker shading.
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