Emily Lewis, Jennifer James and Ceri Metcalfe-Day
Wind, Sun, Tides, Repeat was an exhibition showcasing the work of a school for pupils with profound and multiple learning disabilities, Ysgol Crug Glas (YCG), and Penyrheol Comprehensive School’s Energy Council and their Special Teaching Facility (STF). The exhibition was coordinated by a community energy charity, Awel Aman Tawe (AAT) to showcase engagement in climate action through sensory participation. It explored the senses, provoked thought and inspired pupils and their families into behavioural change. In this article, we share the opinions of staff and pupils.
How did it start?
Climate change doesn’t affect everyone equally. Learners with disabilities may face greater challenges – from extreme weather disrupting school routines to sensory issues being triggered by environmental changes. We wanted to create meaningful, hands-on learning experiences that showed our learners that their voices matter and their actions can make a difference.
What did we do?
We explored energy and climate change, sparking curiosity through the themes of coal, ice, home, tides, wind and sun. We invited Welsh artists who are well known to AAT and developed a range of rich sensory experiences to fit with every theme.
Pupils from Penyrheol School visited Big Pit to explore the history of coalmining. They went to Awel Wind Farm to make and fly kites and to Overton Beach to collect and make art with beach waste. They made sustainable life-size dens; kinetic wind tide sculptures and shadow puppet shows. They shared concerns through drama, raised awareness by designing a mural or digital poster, and wrote a rap.
YCG pupils went on a sensory exploration by bringing the beach to the pupils. They made music out of beach waste and engaged in multi-sensory drama simulating the global warming impact on melting ice caps. Pupils made art out of nature. They learned about Olwen the sun goddess, role-played Olwen creating a flower trail and designed and wore her magical cape. The pupils also built dens, made flowers from recycled paper and fabric, performed puppet shows to tell the story of climate change, and made tide and tidal sculptures. Pupils led song composition and shared their love of visual art by creating a huge mural entitled ‘sun, wind, tide, repeat’.
What was successful?
AAT: “Artists and pupils developed new and exciting climate action experiences together.”
YCG: “It wasn’t about facts and figures – it was about feeling the wind on their faces, touching leaves, exploring textures of natural and recycled materials, dancing like the waves, feeling the heat of the sun or listening to the sounds of the Earth. They decided what to create, how to share it, and how to show others what matters to them. They became the leaders. Their joy and confidence grew as they realised their actions – like turning off lights or reusing bottles – do help protect the planet.”
Penyrheol: Pupils’ thoughts on visiting YCG: “It was really cool to see how YCG taught lessons. It is totally different to what we do back in school.”
What was the impact on collaborators and participants?
AAT: “We loved seeing pupils grow in confidence and heard voices and choices more loudly throughout.”
Penyrheol STF: “Pupils’ everyday language in the classroom changed to being more proactive about climate change and sustainability. They were turning lights off, discussing whether the school heating needed to be on and generally more aware of the impact we have individually as well as a school community.”
Penyrheol School’s Energy Council: “Visiting YCG was a very impactful moment for them. I don’t believe they had considered how pupils with severe disabilities could access education and I think this changed how they viewed the whole project.”
YCG: “Working with AAT and local artists brought fresh energy and purpose to our school community. Learners collaborated not just within their own classes, but across year groups, with Penyrheol learners, and with visiting artists. They built new friendships, developed social skills, and discovered that their voices can and should be heard.”
What did we learn about climate change education?
Penyrheol: “Pupils had so many ways to explore and begin to understand and deepen their knowledge on humans’ impact on our planet. They began to actively want to talk to others about the problems and tried to come up with solutions for our class to be more eco-friendly.”
YCG: “We didn’t teach climate change in isolation. Instead, we wove it into whole-school themes using the Expressive Arts. A whole-school approach that empowered every learner, especially those with additional learning needs.
We also learned the importance of the circular economy – the idea that ‘it’s in the bin but I can use it’ became a guiding principle across the school. Learners reused materials, designed eco-friendly artwork, and thought about how their choices affect the planet. These habits are now part of our school culture.
This project changed how we teach, how we learn, and how we act. Now, we all think twice before throwing something away. We talk about energy use at school and at home.”
An everlasting impact
AAT: “Behaviour change is about grassroots projects involving pupils in the design of the projects is at the forefront of our future planning.”
Penyrheol: “Pupils who are normally paralysed by anxiety were able to take part and feel they made ‘good choices’ to help our planet.”
YCG: “One of the biggest lessons? Pupils need to be active participants, not passive learners. They need to touch, feel, smell, hear and move – learning through experience and joy. Most importantly, our pupils now see themselves as part of the solution. They know they can help save the planet. And they know their voice – no matter how quiet – deserves to be heard.”
Contact the authors via EENET.