Children’s voices for climate change event


While young people are the most affected by the ongoing climate crisis, there perspectives are mostly underrepresented in the policy making space.

In response, Children’s Neighbourhoods Scotland (CNS) and the Network for Social and Educational Equity has facilitated workshops between schools in Clydebank (St Eunan’s Primary and St Peter the Apostle secondary) and in Luis Cruz Martinez, Chile. These workshops are the central part of an ongoing climate discussion between the schools, where pupils have been talking about climate action, local issues such as waste and litter, pollution and extreme weather. 

CNS and NSEE are facilitating an event on 10 November at the School of Education from 9am to 12pm, that will bring together school pupils, teachers and researchers to showcase the conversations from the workshops. It is part of the COP26 activities at the University of Glasgow’s College of Social Sciences, which will coincide with the upcoming COP26 summit in Glasgow.

This event is an exhibition of the ongoing research between Scotland and Chile, that helps to address the underrepresentation of children’s voices in policy. Alongside NSEE, CNS is using the ‘Capabilities approach’ which emphasises young people’s agency in the research process. 

The project offers young people in both countries the opportunity to meaningfully participate in international climate discussions. 



We are the Network for Social and Educational Equity, based in the Robert Owen Centre for Educational Change at the University of Glasgow. We work with governments, educational institutions, local authorities and teachers to promote educational change.

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About NSEE

The Network for Social and Educational Equity (NSEE) is part of the Robert Owen Centre for Educational Change (ROC) at the University of Glasgow.

It works in collaboration with schools, local authorities, Education Scotland and partner services to tackle the poverty-related attainment gap in young people’s education.

NSEE helps schools to use appropriate evidence and data within collaborative working approaches to critically examine context and current arrangements, make changes based on evidence, monitor the impact of these changes and reflect on what they learn.

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