Speeding cars, traffic jams, air pollution… these are but a few of the grievances the average city dweller contends with on a daily basis. Below the driving age, children in the West of England do not contribute to these problems, yet they are among the most vulnerable to their consequences.
To allow children to safely make their way to school, without the need to breathe in polluted air and to arrive in a timely manner, EU citizen science project WeCount, together with DETI Inspire, has launched a series of educational resources for KS2 and KS4 pupils. Covering a wide range of subjects, all curriculum linked, children are able to learn about the grand challenges’ cities face in relation to urban travel, and the steps they can take collectively to make their school streets, and cities, safer, healthier and happier. By taking part, schools can gain points towards Modeshift STARS Travel Plan accreditation.
This collaborative project is coordinated by UWE Bristol researchers from the Science Communication Unit. Project manager Dr Laura Fogg-Rogers explains why these resources are so important:
“Road transport is a leading cause of air pollution and climate change within the West of England. For our cities to become net zero carbon emissions by 2030, the date which scientists warn is our deadline to keep global warming below 1.5°C and prevent runaway climate change, drastic changes need to be made to every aspect of life, not least driving. WeCount sensors and associated school resources are one piece of the puzzle in helping citizens to create the changes they wish to see. “
What is WeCount?
WeCount, led by UWE Bristol, is a project that equips households, community centres and schools with low-cost traffic sensors to count cars, bikes, pedestrians and heavy vehicles, as well as the speed of cars. Over time, the citizen scientists can observe trends and use the evidence to lobby for changes on their roads. Among the successes with WeCount data so far, citizens across Europe have convinced their councils to install speed cameras and reduce road speeds, and consider bike lanes and pedestrianisation, spread awareness among residents and contributed to consultations on new housing developments.
KS2 resources are freely available here. KS4 due for release later this month. Email the above email address if you would like to be sent a KS4 pack directly to your school when available.
All resources can be delivered without a sensor, using the data available on the Telraam website.
You are also able to buy all of the components required for the sensor at PiHut. For more details on the equipment you need, please see this document .
What’s inside the KS2 pack?
A whole school assembly
Fifteen curriculum-linked worksheets, with instructions and PowerPoint for teachers, covering Geography, IT, Maths, Science, Art and English, Design and Technology. These include tasks to: collect and analyse data; understand different urban travel views; design a bike for the future; vision a healthier, happier school street; and persuade the mayor to consider your proposals.
Lessons can be delivered independently or combined for after-school clubs or themed curriculum, and can be teacher-led or with the support of UWE Bristol or STEM Ambassadors.
What’s inside the KS4 pack?
A whole school assembly
Ten curriculum-linked worksheets, with instructions and PowerPoint for teachers, covering nearly all GCSE subjects – Geography, Computer Science, Maths, Science, Citizenship and English, Design and Technology, History and Engineering. These activities include tasks to: learn about the influence of powerful actors on the proliferation of the car; collect and analyse data; explore the science behind the sensors; debate the role of AI in solving the climate crisis; research local travel issues and viewpoints; design interventions and deliver action projects; creatively write about their experiences.
Lessons can be delivered independently or combined for after-school clubs or themed curriculum, and can be teacher-led or with the support of UWE or STEM Ambassadors.
Sophie Laggan, Research Associate, citizen empowerment and policy change for urban health and sustainability at UWE Bristol.
WeCount is a citizen science research project funded by the H2020 SwafS-programme and aims to empower citizens to take a leading role in the production of data, evidence and knowledge around mobility in their own neighbourhoods. The project started in December 2019 and was designed to have lots of face-to-face engagement and interaction between the project team and citizens in five European cities and regions (Leuven in Belgium; Madrid and Barcelona in Spain, Ljubljana in Slovenia, Dublin in Ireland and Cardiff in the UK).
Just as the project started recruiting citizens and running workshops, the world was hit by the COVID-19 pandemic, which meant restrictions on who we could meet and where we could meet them. Eventually, all WeCount countries went into lockdown, which placed additional challenges on delivering the project as it was originally planned.
Dr Margarida Sardo, from the Science Communication Unit conducted a short evaluation aimed at understand the impacts of the COVID-19 pandemic in running and delivering a large-scale, international citizen science project.
Main challenges faced by the WeCount team:
Reaching specific groups, such as senior citizens and low socio-economic groups
Fear of face-to-face
The COVID-19 pandemic has no doubt created new challenges for some citizen science projects, but with hybrid approaches to participant recruitment and engagement, projects can still thrive. This study provides useful advice for creating the flexibility, adaptability, refocus required to overcome the challenges faced.
Based on the findings of this evaluation, Sophie Laggan has created a full infographic, highlighting both the challenges faced by the WeCount team, but also offering helpful approaches to counterbalance the impacts of the pandemic on delivering the project.
For a closer look at the infographic below or to download a copy, please click here.
When children are asked what an engineer is, and what they look like, it can often be a tricky question. They may jump to the image of an engine mechanic, or a man in overalls with a spanner and a hard-hat. They may also have trouble recognising familiar jobs as coming under the umbrella of engineering.
Engineering is defined as ‘working artfully to bring something about’. More literally, it is the application of science and maths to solve problems. And it’s a career that is more relevant than ever – to achieve net zero and a low carbon global economy, everything we make and use, from aircraft to cars, batteries to wind turbines, will need to be completely re-imagined and re-engineered.
When a child does not personally know an engineer, or does not recognise the role of engineering in solving the problems faced by a society, then this notion of an engineer becomes more removed from their view, and critically, from their career aspirations. In science communication, we encounter children with low science capital throughout our work. So how can the children dream of becoming an engineer, if they don’t know what one is?
You can’t be what you can’t see
It is difficult for children to imagine themselves in that job, when the engineer does not look like them. Encouraging girls and children from minority ethnic groups into engineering careers, and STEM careers more broadly, is a key focus of the DETI Inspire team working out of UWE.
In collaboration with My Future My Choice, as well as many local engineers; the DETI Inspire team at UWE have developed the Engineering Curiosity cards and lesson resources for schools. The aim is to bring the diversity of the West of England’s amazing engineers into the classroom and enthuse and inspire both primary and secondary pupils. Through not only learning about what an engineer is and recognising their role, but also introducing them to real-life local engineers that may come from similar beginnings, so that they can start to think of engineering as something that could be for them!
Engineering Curiosity is a collection of 52 cards, based upon 52 local engineers in a wide variety of different roles and industries, in a kind of ‘Top Trumps’ meets ‘Happy Families’ style game. The engineers featured have also each produced an engaging TikTok style video, giving a fun snapshot of their role and their route into it. The project has developed lesson plans, curriculum linked worksheets and activities, and school-wide assemblies to accompany the cards and videos, all to aid schools in running sessions that involve the real engineers joining them live in the classroom through video link.
During the recent British Science Week, local schools around the West have been taking part in DETI’s ‘Big Beam In!’, bringing the sessions to life and reaching over 3500 pupils. Some of which may just be the West’s future engineers!
Looking to inspire in your science communication, or want to check out all the engineering roles for yourself? You can find the resources, lesson plans and cards on the Curiosity Connections website.
We’re living through a Climate and Ecological Emergency and we urgently need to reduce carbon emissions. And yet society seems frozen into inaction. Could a new modelling and communication approach help to gather momentum?
In a journal paper recently released, the research team detailed their innovative method to bring these results together, through citizen-centred source apportionment. Traditional methods for monitoring air pollution and carbon emissions look at what is creating the emissions (vehicles, heating etc), and where the emissions end up (pollution hot spots).
Focus on Who and Why
This new approach focusses on who is burning fossil fuels and why they are doing so. This means we can understand the human dimension of emissions to improve policymaking, accounting for demographics (gender or age groups), socio-economic factors (income/car ownership) and motives for specific behaviours (e.g., commuting to work, leisure, shopping, etc.).
The modelling produced some surprises when applied to traffic in Bristol – as leisure travel accounted for the most km travelled, and therefore the most emissions per year. Local councils usually focus on school traffic or commuting, but this provides a new way to approach emissions reduction. Policymakers plan to look at ways to reduce car use for leisure travel, for instance locating leisure venues near to public transport or cycling paths, or even considering plans for 15 minute cities, where any necessary city amenities are within a 15 minute walk from homes.
For science communicators, there is also much to think through as well. The modelling showed that emissions are not evenly produced; certain types of people produce more emissions than others, and some feel the effects of pollution more than others. For instance, men travel by car more than women, and people who earn over £50,000 per year tend to own more cars, and therefore drive far more often.
Perceptions of ‘sensible’ climate action vary between groups
We therefore need a far more nuanced approach to communicating about climate action. Climate Outreach have done some excellent work on this topic, with their work on seven segments of British society and their attitudes to climate action. Science communicators need to focus on the segments polluting the most, and tailor communications showing the benefits of each relevant action they can take.
The UWE team’s new journal paper take this further using social psychology theories, explaining how the social contexts of the groups to which we belong influence what we perceive to be ‘normal’ in society. This means that cultural realities can change between social groups, cities, regions and countries. This ‘Overton Window of Political Possibility’ can shift over time so that an idea moves from unthinkable to radical, to acceptable, to sensible, to popular and finally into policy. For example, a climate change policy which is considered quite sensible in one city, such as an extensive network of segregated bike lanes allowing for cars to be curtailed in the city centre (Amsterdam in the Netherlands), may be considered to be quite radical in another city (such as Bristol, U.K.).
Science communications needs to focus on group lived experience of this ‘normality’, in order to understand more about why our day-to-day behaviours happen, and how we can change if we see others doing the same. Politicians will generally only pursue policies that are widely accepted throughout society as legitimate policy options, or otherwise, they may risk losing popular support and become unelectable. In order to introduce new policies, we therefore need to show how an idea can be communicated so that it resonates with what is deemed ‘acceptable’ or ‘sensible’ to the majority of citizens.
People like me create emissions, and people like me can take action
The UWE team showed how social cognitive theory can be used to help improve individual and collective self-efficacy for climate action. Using an example of more women cycling to activities, we need to focus on:
Vicarious experiences (i.e., comparisons of capability to others, modelling and observing)—a woman deciding whether to cycle will be influenced by whether other women cycle; if this is considered a ’normal’ thing for women to do, then other women will likely join in.
Mastery or performance accomplishments (i.e., experiences of relevant success)—a beginner female cyclist will be more likely to continue cycling if they have a positive experience cycling on main roads; they will then have a memory to recall about their ability to cycle alongside cars.
Verbal persuasions (positive feedback from peers and supervisors, coaching)—to continue cycling, the female cyclist would need to receive direct positive feedback on this activity.
Emotional arousal – both vicarious (indirect) and mastery (direct) experiences can influence our emotional states. To improve self-efficacy for an activity, we need to experience positive emotional responses. Therefore, the woman would need to feel that she is capable and confident at cycling and that other people approve or admire her behaviour.
So climate action needs positive (and relevant) role models, alongside positive press or communications (in relevant media) in order to help change our behaviours.
The ClairCity project showed how new thinking about the role of people in relation to air pollution and carbon emissions can widen options for action, leading to more acceptable and effective policies. Climate communications should draw on social learning in order to tailor communication efforts towards relevant groups. Ultimately, we need to become more aware that ’people like me’ create emissions and, equally, ‘people like me’ can take action to reduce emissions.
Fogg-Rogers, L.; Hayes, E.; Vanherle, K.; Pápics, P.I..; Chatterton, T.; Barnes, J.; Slingerland, S.; Boushel, C.; Laggan, S.; Longhurst, J.. Applying Social Learning to Climate Communications—Visualising ‘People Like Me’ in Air Pollution and Climate Change Data. Sustainability 2021, 13(6) 3406 doi.org/10.3390/su13063406
With just ten years left to change our carbon intensive lifestyles to mitigate climate chaos, urgent decisions need to be made about how we can reach net zero and clean air. Meanwhile, the Covid19 pandemic and the Black Lives Matter movement show that citizen involvement in science communication has never been more critical to ensure a socially just transition.
At this critical moment, the ClairCity project has reached its final dissemination stage; Europe’s largest ever research project on citizen-led decision making for clean air and carbon reductions. Six cities and regions came together to share engagement methods to involve citizens in policymaking, namely, Amsterdam in The Netherlands, the Aveiro Region of Portugal, Bristol in the UK, the Liguria region of Italy, Ljubljana in Slovenia and Sosnowiec in Poland.
As a result of the project team’s efforts, 818,736 citizens were involved in some form or another. Of these, 8,302 were directly engaged through workshops, events, schools’ activities, mobile games and apps, and even videos, a number which far exceeded the expectations of the team.
Why was this significant? Because these 8,302 citizens all influenced clean air and climate change decisions in their local context.
Over four years, the project partners and Council officers made many collaborations with local community organisations and together with a strong social media presence, the project’s on- and offline presence grew. Through a variety of engagement tools, citizens were able to have their say on what mattered to them regarding transport and home heating and what they would like to see change to enable them to make greener choices. There were also candid discussions on the potential barriers to such changes to not only make these concerns known to decision makers, but to have a deeper understanding of the challenges and trade-offs that need to be made when taking policy decisions.
Equipped with this information, ClairCity was then able to consult policy makers about the policies proposed by citizens and discuss how to operationalise them. As a final step, the top citizen policies were modelled against current policy plans for each case study to assess whether citizens’ demands could affect future emissions and associated health impacts. In nearly every context, citizens were more ambitious than ‘business as usual’, with the exception of Amsterdam where the local government was in fact more ambitious than its citizens.
The aim of the evaluation was to see whether the project had fulfilled its aim of ‘raising awareness of environmental challenges and their solutions through proactive dissemination of the project outcomes’. To do this, we explored the demographics of participants and those less directly involved, examined indicators of awareness, attitudes, knowledge and enjoyment (so called Generic Learning Outcomes) and citizen’s intended behavioural changes. Additionally, we explored differences across countries, demographics and engagement tools, to understand perceptions in different contexts. Data collection was carried out through paper/online questionnaires, including pop-up windows in the game and app, as well as in-depth interviews with staff and social media analysis.
All tools exceeded their targets for audience reach, apart from the App which remained at BETA testing due to technical issues. The Delphi workshops were particularly impressive, with 4887 participants compared with 200 expected, and the ClairCity Skylines game, with 2,800 players worldwide compared with 1500 players expected. Both successes can be largely attributed to the on-the-ground outreach and marketing activities of our case study partners, who made connections with community organisations, produced flyers, spoke on the radio, attended events, and generally made lots of noise to attract people. The cities that spent less time and resources on this groundwork had fewer participants as a result.
Our social media platforms gained a lot of traction over the years, although they were again limited by time and resources available. Our Communication Coordinator in Bristol was able to orchestrate our main sites, resulting in (at the time of writing) 1,392 Twitter followers and 416 Facebook followers, and 36,482 website visitors. Sites managed by our partners – who weren’t dedicated science communicators – had considerably less traffic.
Data was collected for age, gender and educational attainment. Given the fact that ClairCity had targeted schools’ engagements, with several team members having direct connections to local schools, in addition to a mobile game, over 40% of participants were aged between 13-24. Working adults occupied around 50% of participants, and over 55+ represented less than 10%. This is quite an impressive finding considering most engagement projects fail to capture the full spectrum of ages.
63% of participants in the study identified as male. The biggest gender differential came from the game, with more than twice as many male players than female, which skewed the gender balance. Alongside this, many stakeholder workshop participants were senior men in regional organisations, which again skewed the gender balance.
Participants were asked about their education level in our workshops. 81% of respondents held a Bachelor’s degree or above. On the other hand, in the game, 79% ranked their level of knowledge on air quality as being low/none. In other words meaning, the game appealed to people with less expertise.
Both policy makers and teachers were asked about the usefulness of the tool relevant to them. An overwhelming percentage of policy makers found the policy workshop useful/very useful (95%), compared with a more modest percentage of teachers finding for the schools’ competition (61%). The schools’ activities have since been expanded following this feedback, and our Educator Pack (part one and two) is freely available online, and has been featured in the British Science Association Science Week pack, and through Sustainable Learning.
The majority of participants enjoyed or loved the activities in which they were involved. Both the Delphi and Stakeholder workshops greatly improved participants’ understanding of air quality (88% and 82% more understanding, respectively). 39% of game players left with more understanding, however for 45% their understanding stayed the same. The app mainly left people with the same understanding (47%), or feeling confused (18%).
Perhaps one of the biggest findings was in regards to behaviour change. At least half of all participants in the Delphi workshops, game, schools’ activities and stakeholder intended to change their behaviours as a result of their involvement (58%, 80%, 67% and 79%, respectively).
Upon cross-comparison, it was found that the more participants enjoyed the activity, the more they reported that their understanding of air quality had improved. Similarly, the more participants reported that their understanding had improved, the more they reported that they would change their behaviour. Younger people and those with lower education to start with were more likely to say they would change their behaviour. All of these relationships were highly statistically significant.
Ultimately, the more enjoyable the engagement activities, the more people gain understanding about the issues, and the more likely people are to make a change to their behaviour to reduce air pollution and carbon emissi0ns, and improve the health of our cities.
Reflections on the evaluation process
In future we would recommend other projects take additional time to target women’s groups, or develop ‘tools’ that appeal to women
While efforts were made to reach representivity through undertaking the Delphi process in low socio-economic status neighbourhoods, in hindsight we would have worked harder to amplify under represented voices. Recent Black Lives Matter protests have been a stark reminder of the need to make our work inclusive..
Working on an international project presented issues with translating the website and evaluation forms. More dedicated evaluation time, or expert science communicators in each country, would have helped researchers who were less experienced in social science research methods.
We benefitted from having evaluation embedded from the beginning (rather than an add-on), and as such designed our evaluation methods to work in different contexts and cultures
Most ClairCity staff found engaging with citizens challenging (due to not having experience in this) but highly rewarding. By the end of the project the vast majority stated they have enjoyed engaging with citizens. This was a rich experience in terms of new skills, with our staff reporting to have learned how to pitch their ideas, how to talk to citizens and how important is to listen to people as well.
If you are interested in our experiences, or in benefitting from our reports, please check out our website for a variety of resources and tools to aid future citizen-led decision making on climate change and air pollution.
A new UWE project is working with artists and community organisations to creatively engage the public on issues around healthy urban development. A team from the project has recently been in Barton Hill listening to local people’s ideas on how to improve the area.
Cities are fascinating places to live. And Bristol is no exception. It frequently makes the top-spot for ‘best place to live in the UK’, due to its ‘small city that feels like big city’ vibe, with beautiful scenery, green rolling hills and easy connections to the countryside. It is also overflowing with creativity, from its industries to its thriving arts scene. Most people you speak with say they love living here! Yet despite all the praise, Bristol has many inescapable health issues. Chronic air pollution, growing levels of inequality linked with malnutrition and obesity, fly tipping, drug use, crime, increasing rent and house prices… there is a lot these Top 10 lists forget to consider.
When talking about who should address these issues the response may be ‘it’s their responsibility’ – whoever ‘their’ is. In reality, we all have a part to play in the health of our city. We cannot blame any one person because the design of our cities often make it hard for us to make the healthy choices.
Take food. If you live in a poor household then statistically you are less likely to have access to fresh food in your area and have increased exposure to food high in fat, salt and sugar. In an average day, we are exposed to 100s of food adverts, from billboards to supermarket promotions and TV ads, and may walk or drive past dozens of fast food shops – if you live in a poor part of the city this number will often be higher. Clearly it’s not just free choice here, the design of our cities and regulations are important factors in determining our health.
For a growing number of Bristolians, they have to make daily trade-offs about what to prioritise for their health.
In a recent Bristol Mag article one person was quoted as saying: “Food has to come low on the list of priorities in my household, the same as it does for so many others. Rent has to be paid, or my family will be hungry and homeless, rather than just hungry…”
With the health challenges continuing to mount, especially among the poorest of society, it feels like we are almost at breaking point. Something has to give.
So what can we do about it?
This year UWE Bristol launched Our City Our Health (OCOH) to ask the public just that. Over the past year, they have been gathering public opinion to feed back to researchers and city decision makers so health is prioritised in cities.
Keen to think outside the box when having these conversations, they drew on Bristol’s creative talents. They commissioned Luke Jerram to create Inhale, a giant diesel-soot particle to visualise air pollution and commissioned a graffiti artist to paint a Park Replacement Service so we could imagine what life might be like without green space to roam. They even worked with residents and artist Andy Council to produce their Shape Our City consultation, which allows you to step inside the shoes of decision makers and trade-off health priorities with a limited city budget. There is still time to have your say. Head to: bit.ly/shapeourcity.
Sophie, the project coordinator says: “OCOH is not only influencing decision makers; it is a campaign to encourage the public to take a more active role in city decision making. Most of us are aware that our neighbourhoods are rough around the edges but there is a real sense in Bristol that we are prepared to pick up a sander and smooth out the diamonds. We’re here to offer the sanders!”
So in addition to gathering ideas for a better Bristol, the project is helping to put these ideas into action in Barton Hill and Lawrence Weston – two areas where poverty levels are higher than the Bristol average.
In July, OCOH together with Ellie Shipman, a Bristol-based participatory artist, organised a lunch at Barton Hill Settlement, with lunch provided by a local women’s group. Over 50 people came along to share food and recipe ideas and discuss their health priorities for change. Several eager children then led a banner walk around the neighbourhood, with their parents pointing out all of the things that make the area an unhealthy place to live. Based on these conversations, the project is now connecting local residents with UWE’s Hands On Bristol to address some of these health challenges. A similar event happened a month later at Blaise Weston Retirement home.
“Architecture students are being set a design challenge and must work with the residents to create an action that improves the health of the area based on their priorities. They’ll also create a toolkit for other residents in Bristol, showing them the steps they need to take to create their own action,” explains Sophie.
The challenge began this month and will end in late November with a party in each neighbourhood to celebrate. Keep an eye on their social media to find out when @ShapeOurCity
For more information about the project visit: bit.ly/OurCityOurHealth, or contact Sophie on Sophie.firstname.lastname@example.org
Living in cities impacts on our health and the health of the planet. If you were able to develop your city to prioritise health, what would you change first?
The SCU team have just launched Shape Our City, a creative, online consultation that allows you to step into the shoes of a city decision maker, weigh up the evidence and have your say on the health of our city. Working within a realistically limited budget, you will have to make trade-offs between types of investment and the scale at which you invest. Do you think it’s more urgent to improve the quality of buildings, to make roads safer, to increase the number of cycle paths or amount of green space, or to improve access to healthy food?
Shape Our City is part of a project encouraging citizens to take a more active role in urban decision-making concerning their health – and the health of future city residents. Luke Jerram’s Inhale diesel soot particle sculpture, 3 million times larger than the real size of a diesel soot particle and designed to start conversations about the invisible health risks of air pollution, is another part of the project, and, in Bristol, Shape Our City will be gathering citizen preferences until November 2018.
What you choose to prioritise will be used to inform city developers and future research on designing cities for people and planetary health: so make sure you invest wisely!
Sophie Laggan, Project Coordinator of Our City, Our Health in SCU says: “We have gathered the latest evidence on the links between the built environment and our health and also quantified the health costs and savings from how cities are developed. Our consultation reveals these savings so, for the first time, we can make visible the positive benefits to be gained from prioritising our health in urban decision-making – and find out what is most important to you. It’s all quite exciting!”