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

Sammanfattning

Aim: The aim of this study is to generate empirically grounded and theoretically informedinsights into how net zero education was pedagogically and didactically implementedwithin 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, andwellbeing literature, which collectively frame inclusion as relational and context-dependentrather than a fixed outcome. From this perspective, educational practices may enable orconstrain participation depending on their interaction with learner diversity. Neurodiversitytheory positions cognitive difference as natural variation rather than deficit, while CriticalDisability Studies highlights how structural and pedagogical factors can reproduceexclusion even within inclusive settings. Wellbeing literature further informs analysis ofthe emotional dimensions of learning, particularly in climate educationMethod: A qualitative research design was employed, incorporating multiple methods to captureboth instructional intent and learner experience. Data collection included document analysisof lesson plans and PowerPoint resources, semi-structured interviews with participants, andthe use of anchoring vignettes to explore subjective interpretations of inclusion andparticipation. The data were analysed using reflexive thematic analysis, allowing for aniterative and interpretive examination of patterns across the dataset. This analytic processwas guided by the theoretical frameworks, enabling a multifaceted understanding of howinclusion and exclusion were experienced in practice.Results: The findings indicate that inclusion was not experienced uniformly, despite the Bootcamp’sstructured, scaffolded, and accessible design. Autistic learners described conditionalinclusion, shaped by clarity of instruction, predictability, and cognitive load, whereas nonautisticlearners reported more consistent engagement and fewer barriers. Teachingstrategies 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 fullyaddress cognitive or communicative barriers.