Taking England as our case study, this paper reviews secondary school environmental education from a policy perspective. By drawing on Stevenson's typologies for environmental improvement and Lucas' categorisation of environmental education, we analyse national policy documents, local authority and Multi-Academy Trust policies; and individual school planning documents. Our findings suggest in these areas a general absence of environment education policy, and where identified a rhetoric towards "conservative reform" framed as technology solutions, where learning is about the environment, rather than "for" the environment. We explain how the (lack of) environmental education rhetoric is a result of global economic changes and national austerity policies, and offer insights and signposting for policy makers.