The subject of Geography maintains a relatively strong position in English universities today. In contrast, the subject is experiencing declining popularity in schools. In this article I report on recent developments in the English school curriculum for 11–14-year-olds which have contributed to the current state of health of Geography. At the same time, I warn against complacency on the part of university Geographers researching and teaching worldwide by advising a certain mindfulness around school curriculum policy reform in England and its impact on the future of Geography in universities. I begin by introducing current education policy reform affecting Geography before summarizing findings from four research studies to serve as snapshots of the impact of changes on school curricula. Following a discussion of the implications of policy changes for the future health and status of school Geography, I conclude by discussing examples of Geography education research studies which demonstrate how school Geography might contribute to the ‘imagination of alternatives and concrete demonstrations of other ways of living in a society’ (Massey, 2009: 137).
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