by Dr Huwaidha Nasser, YCM Facilitator at Sir William Perkins’ School
Having completed the SEEd Changemakers course a couple of years ago, I was delighted to have the opportunity to lead the Young Changemakers (YCM) programme at Sir William Perkins’ School (SWPS). Since launching the programme, the school has developed a whole-school approach to sustainability, embedding environmental responsibility and climate education more deeply across school life.
A young person adds their concerns to an Open Space Technology Board. Credit: Bracknell Forest Council
This approach is underpinned by the model for climate change education developed by Greer and Glackin (2021), which is based around six key qualities: exploring alternative visions of the future, engaging with multiple forms of knowledge, accepting and embracing complexity, fostering ecological worldviews, re-orienting towards justice, and empowering students as agents of change. YCM has provided students with meaningful opportunities to engage with and reflect upon each of these principles through real-world collaborative action.
As the programme is offered as an A Level Plus option for Year 12 students here, it has become an important part of the school’s wider sustainability journey. It has contributed to a growing culture of environmental awareness, collaboration and student leadership.
Leading the programme has been a valuable professional experience for me as well. It has allowed me to step beyond the constraints of the traditional curriculum, create space for richer and more reflective discussions, and adopt a more facilitative approach to learning. In doing so, students have been empowered to move beyond being passive recipients of knowledge and instead develop the confidence, skills and understanding needed to become active agents of change within the school community.
Youth Action – Young Changemakers Action Learning Projects
As part of the SEEd Young Changemakers programme, two groups of students have spent the past academic year leading ambitious sustainability projects aimed at creating long-term environmental impact within their school.
The first group has focused on enhancing biodiversity in the school grounds. Through extensive research into native species and environmental design, the students explored a range of approaches before developing plans for the creation of a dedicated eco-space on campus. The proposed space is intended both to improve biodiversity and to provide an outdoor learning environment that can be integrated into teaching and wider school activities. As part of the project, the students successfully applied for funding, raised awareness of biodiversity across the school community, and worked collaboratively to develop a practical and sustainable vision for the space.
The second group concentrated on promoting the use of renewable energy within the school. Their work involved researching renewable energy solutions and examining how these could be implemented effectively at school. They have developed a feasibility framework for the potential installation of solar panels. This has involved them considering the environmental impact, practical considerations and long-term sustainability goals. The group’s work has also contributed to wider conversations around the school’s energy use and has helped prompt the transition to a greener energy provider.
Throughout the process, both groups have worked closely with the Site Team and the Director of Finance and Operations to gain insight into the operational, financial, and logistical factors involved in delivering sustainability initiatives at a whole school level.
Both projects have involved a sustained process of planning, evaluation, collaboration, and reflection over the course of the year. Most importantly, they have provided students with invaluable experience of being agents of change, enabling them to engage directly with the complexities of environmental action and organisational decision-making in a real-world context.
Evaluations and Research: What makes YCM Different
From an educator’s perspective, the evaluative elements of YCM are an especially valuable part of the programme. Requiring students to complete a reflection at the end of each module encourages them to think more deeply about their learning and development throughout. The accountability provided by an external organisation also helps to maintain engagement and encourages students to take the reflective process seriously.
Reviewing the student reflections, and the research by the University of Gloucestershire and SEEd, has given me valuable insight into the thinking, perspectives and challenges experienced by students undertaking YCM. This allowed me to adapt my approach where necessary and facilitate more meaningful discussions at SWPS. The reflective structure of the programme truly supports a whole-school approach to sustainability, student development and wellbeing, and a more responsive learning experience overall.
The Young Changemakers programme from pilot to now, with evaluations having enabled refinements at each stage.
If you would like to bring the Young Changemakers programme to your school or youth group, please get in touch at admin@se-ed.org.uk.
Dr Huwaidha Nasser
Featured image credit: Bracknell Forest Council.
