News & stories

Claire Arnott,
Head of Education
Estimated reading time 3 minutes

Climate change is shaping not just the world around us, but the way children and young people feel, cope, and imagine their future. Surveys show that 50% of UK children feel very worried about climate change, and 28% say it affects their daily lives.¹

The UK Health Security Agency’s new Climate Change and Mental Health report highlights these impacts, and we’re proud that Global Action Plan’s youth social action work has been featured as an intervention case study (ID13). It’s encouraging to see national recognition of approaches that help students feel empowered, connected and resilient in a rapidly changing world.

The report notes that how climate change is communicated to children matters, and that participating in environmental action can support mental health and wellbeing. It also identifies a gap: teachers need to be supported through training and resources to deliver climate education in ways that build resilience and support mental health.

Evidence from Global Action Plan’s programmes supports these findings. Between 2021 and 2024, Global Action Plan worked with 48,000 young people across the UK, Chile, and Thailand, supporting them to take action on the issues they care about. By focusing on compassionate values and collective action, students grew in confidence, connection, and motivation to help people and nature. Taking part in collective action also reassures young people that their peers care, strengthening their own sense of purpose and inspiring further action.

At Global Action Plan, we believe climate education should centre the wellbeing of both people and planet, equipping young people the knowledge, skills, values and confidence to actively shape the world around them. It should be embedded across the school curriculum, with teachers supported to deliver it in ways that build wellbeing, resilience, and agency. Our youth social action programmes provide a practical example of how this can be done, combining environmental learning with wellbeing, social connection, and opportunities for young people to take meaningful action in their communities. We hope the Department for Education takes notice of this UKSHA report, especially as the recent Curriculum and Assessment Review makes this a timely moment to embed climate education that actively integrates mental health and wellbeing across schools.

Insights and evidence from our 2021–2024 youth social action work have directly informed the design of our Good Life Schools programme, which provides a practical model for how this can be done. The programme helps schools create learning environments that are good for both students and the planet. Youth social action is not only good for society - it is a protective pathway for wellbeing, helping young people feel capable, connected and ready to shape a better future.

If you’re interested in supporting Global Action Plan’s youth social action work in schools, get in touch with Claire at [email protected].

1. Hickman C, Marks E, Pihkala P, Clayton S, Lewandowski ER, Mayall EE, and others (2021). 'Climate anxiety in children and young people and their beliefs about government responses to climate change: a global survey’ Lancet Planetary Health: volume 5, page e863