Opinion: If we want a cleaner future, we need to start in our classrooms

When we talk about the energy transition, the conversation often centres on the need for new infrastructure, investment and innovation. But in my experience, one of the most powerful catalysts for change isn’t just found in boardrooms or policy papers - it’s in classrooms too.

Recently, I had the privilege of working with students at Bracken Hill School in Kirkby-in-Ashfield, Nottinghamshire, as part of E.ON’s Employer Advisor Scheme. This forms part of the Government-backed Careers & Enterprise Company, which aims to bridge the gap between education and employment. As Employer Advisers, we support young people in developing their career aspirations and building the skills they need for the world of work.

At Bracken Hill, a school supporting young people with special educational needs and disabilities, we didn’t just talk about renewable energy, we made it tangible and creative. Students built mini wind turbines and solar ovens, exploring first-hand how technologies like wind and solar power can shape a cleaner, more sustainable world.

These weren’t abstract lessons. They were real-world challenges designed to spark creativity, teamwork and problem-solving, which are the very skills that will define the next generation. What struck me wasn’t just their curiosity about clean energy, it was their willingness to engage, experiment and think differently about the world around them – one that students already experience and interpret in their own unique and insightful ways. That sentiment alone is exactly what gives me confidence about the future. If we’re serious about delivering the energy transition, we must be equally serious about the people who will get us there.

The UK’s move towards clean energy isn’t just a technical challenge, it’s a human one. We need a workforce equipped with the right skills, mindset and ambition. That means inspiring young people early, showing them the possibilities within the sector, and making those opportunities accessible to everyone.

Too often, careers in energy are seen as distant or overly technical. But when students can build, test and experiment and see how energy connects to their everyday lives, it suddenly becomes real.

That’s why sustained engagement with schools matters. Initiatives like our relationship with Bracken Hill aren’t one-off visits; they’re part of an ongoing commitment to raise aspirations and open doors.

We’re also incredibly proud of our New Energy Academy, which is a free, curriculum-linked initiative designed to equip young people with the skills they need to pursue careers in the green economy.

Crucially, this approach must be inclusive. Every young person, regardless of background or ability, deserves the chance to develop the kinds of skills that will help them navigate through tomorrow’s world.  At Bracken Hill, that meant tailoring activities so every student could take part and contribute in their own way. It wasn’t about winning but about recognising and celebrating what each child was able to accomplish - and the results of that were inspiring.

I saw students embrace the challenge with enthusiasm, working together to solve problems and think creatively about solutions. That mindset, which we call being a 'playmaker' at E.ON, is exactly what we need more of. It’s about stepping forward, making a difference and recognising that even small ideas can lead to meaningful change.

If we want a cleaner, fairer and more affordable energy system, we need to invest not just in technology, but in talent. We need to nurture curiosity, build confidence and create opportunities for every young person to play a role.

The good news? That future is already taking shape.

You can see it in a student carefully assembling a wind turbine. In a group debating how to harness solar power. In the spark of understanding when a complex concept suddenly clicks.

That’s where the energy transition really begins.