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At the Sheffield Climate Leaders Conference, we asked a room full of teachers – How is ‘climate action’ relevant to young people living in a world of fast fashion, social media and consumer culture?

Too often when we talk about ‘climate action’, it’s presented in black and white terms: fast fashion is bad, ethical brands are good; plastic is bad, reusable alternatives are good. The reality of our world means that making the ‘good’ choice is much more complicated than that. An ethically made jumper might have less environmental impact, but is it an accessible choice for a teenager on a budget? Shopping second-hand is a great option, but what if a young person’s social circle places huge value on newness and trends?  

In our society, young people’s social lives are often shaped by brands, their self-expression is tied to what they wear and own, and their digital worlds are flooded with advertising. Adults are not immune to this either. If we want to make climate education (and climate action) meaningful, this reality needs to be acknowledged – not ignored.  

Instead of focussing on ‘good’ environmental choices, what if we gave young people the critical skills to question, reflect and make decisions that align with their values? 

In the classroom, this could mean exploring questions like: 

• What influences your purchasing decisions – price, social media, advertising, peer pressure? (75% of people we spoke to at our conference stall shared that social media had influenced their decision to make a purchase this month)
• What does a ‘good life’ mean to you, beyond what we own? 
• What messages are adverts sending about happiness and success?  

Students should never be made to feel guilty about their choices, but we can help them understand the system that we are part of and recognise that we have agency within it (and the ability to take action to change it). Some students may continue to buy fast fashion, but they’ll do it with more awareness. Others might start questioning whether they need to own the latest thing at all. What matters is that we all begin to see consumer culture as something we can engage with critically, rather than just accept.  

To make ‘climate action’ meaningful, we need to make it relevant to young people and their lives. This doesn’t mean giving more information about the climate crisis, but equipping them with the tools and skills to navigate the world they are experiencing. As educators, we can help them do that.  

“Good Life Schools really stands out as a project that may create the societal change we need (other than just focussing on individual action).” – Workshop participant, Climate Action Conference Sheffield 

Our National Lottery-funded Good Life Schools programme equips young people with the knowledge and skills to navigate consumer culture.

We have a limited number of spaces left on our 2025/2026 Good Life Schools programme for secondary schools, sixth forms and colleges based in Leicester, Sheffield, Redcar and Cleveland, Durham, Merthyr Tydfil and Carmarthenshire.

Are you a school in one of these areas? Email us at [email protected] to secure your place. Places are allocated on a first come, first served basis.