Climate change conversations in schools often take shape through Cambridge Global Perspectives lessons. One student described group discussions that stick with them, citing a friend from Nigeria who spoke about droughts and another from Miami who shared experiences with hurricanes. These personal accounts help students understand how weather impacts daily life. When teachers connect topics to local issues, the discussions feel more personal and impactful.
The findings show a gap between teachers and students regarding classroom discussions. While 57 percent of teachers said climate change is discussed in the classroom, only 40 percent of students reported the same.
Creating space for student voices
Cambridge is establishing The Cambridge Student Advisory Council to give learners aged 16 and older a platform. This inclusive community brings together students from Cambridge schools worldwide. The council will share perspectives on topics that matter to them through online research activities and interactive sessions. The organization aims to gather a wide range of voices, ensuring that diverse experiences inform their thinking.
Teachers have emphasized the importance of open conversation. Anum Sheikh from Waad Academy in Saudi Arabia believes these discussions help students understand environmental challenges and their role in protecting the planet. Sheikh says the power of conversation is giving students a voice and making them see that their ideas matter. Vanessa, a teacher at St George’s School Columbia, views the process as transforming information into awareness and then into action. She believes helping students have conversations about climate change and try to find solutions is the goal.
Soma Mandal, a teacher at GD Goenka Public School Model Town in India and the global winner of the Cambridge Dedicated Teacher Award, has fully integrated the climate crisis into her teaching. She has created a ‘Climate catalyst newsletter,’ a student-centred platform designed to encourage critical thinking, creativity, and ownership. This platform allows students to see themselves as part of a larger global dialogue on sustainability. According to Mandal, when students are given space to express, and when their ideas are truly valued, they don’t just learn about change—they begin to lead it.
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