Approaches to sustainability education vary but efforts are being made to reduce the environmental impact of practical work

Almost half of teachers don’t use local examples when teaching about sustainability and climate change

Our report Green shoots part 3 – How to integrate sustainability and climate change into chemistry education highlights the value of using local, national and global contexts to help students connect sustainability and climate change to their own lives and to the wider world.

Respondents who used local examples in this way, said that they used contexts such as flooding in the local area, nearby wind farms, local recycling plants, as well as solar panels on the school buildings and instances of air and river pollution near their school.

We have lots of wind power activity in our area - which provides for good hooks into sustainability learning.

Head teacher, Scotland

We use the study of air pollution which is occurring in the streets around our school.

Head of science, England

Most teachers don’t ask students to think about the environmental impact of their practical work

We found a difference between more and less experienced teachers when we asked if they ever got their students to think about the environmental impact of their school practical work. Teachers with more than five years' experience were more likely to incorporate this as part of their teaching.

Teachers from state funded schools in Scotland (51%) and the Republic of Ireland (52%) were more likely to do this than teachers from the other nations. In England the figure was 37%, in Wales 36%, and in Northern Ireland it was 37%.

Teachers who responded positively to this question mentioned talking to their students about disposal of chemicals, quantities of reagents used, as well as considering energy and water consumption.

In the energy changes chemistry topic, we use paper cups instead of polystyrene cups and we explain that this is more environmentally friendly. We also talk to the students about washing up and not throwing 'disposable' items e.g. pipettes away so that they can be reused.

Head of science, England

By doing microscale practicals and discussing the reasons why.

Head of chemistry, England

What we’re doing

Our professional development courses often include opportunities to explore more sustainable approaches to practical work, such as through microscale techniques. 

Our online teacher support sessions can give teachers new ideas and resources, including climate change and sustainability. 

The Royal Society of Chemistry recommends that consideration of the environmental impacts of practical chemistry activities is embedded within national secondary science and chemistry curriculums. This would help students develop the skills and awareness needed to conduct experiments responsibly and sustainably, in line with the developing expectations in academia and industry.[1]

Discover our resources

• Discover EiC’s collection of articles and curriculum-linked resources to support the teaching of sustainability.