Our education system faces significant challenges. Young people are signalling their discontent through declining attendance, increasing disruptive behaviour, and concerning levels of mental health issues - tangible expressions of the desire for an educational experience that better resonates with the aspirations and the demands of the contemporary world. The rising numbers of school refusers raises questions about the current curriculum narrative. Over three-quarters of Australian students have reported they didn’t fully try in the latest Pisa tests. ATAR is now not used by more than 75% of our young people.
Perhaps not so disconnected, renowned climate scientist Joele Gergis warns of a future where temperature increases of 4.0 to 7.0 degrees Celsius by 2100 could become a reality, presenting humanity with a critical choice between extinction and transformation. The World Economic Forum Global Risks Report 2024 anticipates five out of the top ten risks within the next decade being tied to the environment.
As we confront these challenges, it is essential to infuse education with the awareness that we stand at a pivotal juncture. We must redefine success as a future where humans thrive sustainably, inseparable from the wellbeing of our planet. Every teacher is now a Climate Teacher, playing a pivotal role in shaping eco-conscious minds.
Addressing eco-anxiety requires action, and for young people this can be growing food, caring for animals, and greening schools. Some teachers are doing an exceptional job integrating nature into the curriculum. Check out Year 3 student Emma Glenfield’s cutting-edge research about magpie swooping. Victoria now has a wonderful Environmental Sustainability in Schools Policy. The UK has committed to appointing sustainability coordinators in every state school by 2025.
Beyond traditional sustainability, the concept of regeneration beckons—a paradigm that goes beyond avoiding harm to actively repairing and restoring the damage inflicted upon the planet. It's time to shift from an extractive approach to a regenerative one, giving back more to the environment than we take. In Victoria, the Woodleigh Institute is building an alliance dedicated to propelling change in education through a focus on systems thinking, wellbeing, and regeneration.
The challenges facing our education system demand a profound shift in perspective, acknowledging the discontent of young people as a crucial signal. Book learning isn't enough in a climate-changed world. We must prioritise the development of schools explicitly designed to cultivate people who can thrive in a world undergoing transformative change. The canary in the coalmine of youth disengagement, combined with the urgency of warnings from climate science, underscores the need to reimagine education as a cornerstone for a sustainable and regenerative future.
Cameron Paterson
ACEL VIC Branch Executive Member