NET ZERO EDUCATION IN UK FUNCTIONAL SKILLS CLASSROOMS: LEARNER EXPERIENCE, INCLUSION AND WELLBEING IN MIXED NEUROTYPE SETTINGS

Abstract

Aim: The aim of this study is to generate empirically grounded and theoretically informed insights into how net zero education was pedagogically and didactically implemented within Functional Skills provision, and how these practices shape inclusion, participation, and wellbeing in mixed neurotype classrooms. Theory: The study is underpinned by Critical Disability Studies, neurodiversity theory, and wellbeing literature, which collectively frame inclusion as relational and context-dependent rather than a fixed outcome. From this perspective, educational practices may enable or constrain participation depending on their interaction with learner diversity. Neurodiversity theory positions cognitive difference as natural variation rather than deficit, while Critical Disability Studies highlights how structural and pedagogical factors can reproduce exclusion even within inclusive settings. Wellbeing literature further informs analysis of the emotional dimensions of learning, particularly in climate education Method: A qualitative research design was employed, incorporating multiple methods to capture both instructional intent and learner experience. Data collection included document analysis of lesson plans and PowerPoint resources, semi-structured interviews with participants, and the use of anchoring vignettes to explore subjective interpretations of inclusion and participation. The data were analysed using reflexive thematic analysis, allowing for an iterative and interpretive examination of patterns across the dataset. This analytic process was guided by the theoretical frameworks, enabling a multifaceted understanding of how inclusion and exclusion were experienced in practice. Results: The findings indicate that inclusion was not experienced uniformly, despite the Bootcamp’s structured, scaffolded, and accessible design. Autistic learners described conditional inclusion, shaped by clarity of instruction, predictability, and cognitive load, whereas nonautistic learners reported more consistent engagement and fewer barriers. Teaching strategies such as group discussion and multimodal delivery were experienced divergently, enhancing engagement for some while creating challenges for others. In terms of wellbeing, structured, solution-focused approaches reduced climate-related anxiety but did not fully address cognitive or communicative barriers.