“Whatever affects one directly, affects all indirectly. I can never be what I ought to be until you are what you ought to be. This is the interrelated structure of reality.” – Dr Martin Luther King
Twenty-eight years after the United Nations Brundtland Commission defined sustainability as “meeting the needs of the present without compromising the ability of future generations to meet their own needs,” world leaders pledged to try and prevent global temperatures rising by more than 1.5C. Only eight years after that agreement was signed the earth reached 1.5C of warming. We are experiencing increasing floods, droughts, heatwaves and wildfires like never before, including disruption in our schools and to the education of our children.
The 2022 DfE Climate Change and Sustainability Strategy set out guidelines for sustainable practice in schools. However, with no accountability structures in place, why would schools give their precious time and resources to tackle what could be complex, challenging, and costly initiatives? There is a strong moral case, business and educational case for the implementation of sustainability in our schools; financial, reputational, educational and community benefits are among the positive outcomes on offer.
The Moral Case for Investment
Our pupils face an uncertain future with the impact of climate change already being felt in extreme weather and rising food prices. The first – and arguably most important – reason to begin reducing the environmental impact of the school operation, is to contribute to UK and global net zero goals. We have a moral imperative to help secure global climate security and resources for future generations, whilst ensuring that our core function of educating our children can continue effectively.
Financial Savings and Long-term Viability
Reduction in emissions, reduction of waste produced, improved purchasing, reduction of water and energy wastage, not only reduce the environmental impact of an organisation, but lead to reduced costs associated with each area. A focus on behavioural change in the way resources are bought and used in schools can reduce consumption and significantly reduce costs over time.
Implementing efficient waste management systems can minimise disposal costs while potentially generating revenue through recycling initiatives. Real savings will only be made when the focus is on reducing the waste produced.
Investment in energy efficiency and renewable energy sources such as solar PV may be a significant investment for many schools but will not only lower utility bills, they also help insulate institutions from future volatility in energy prices. High energy costs mean return on investment is currently favourable compared to historic averages. Alternative funding arrangements such as community solar schemes, leasing and power purchase agreements may also be available for energy efficiency and generation projects.
Savings made through sustainable procurement and cultural change will be key to reducing the environmental impact of school operations.
Enhanced Reputation, Wellbeing, Community Engagement and Social value
The Public Services (Social Value) Act 2012 requires public sector organisations, including schools, to consider the social and environmental impact of their procurement decisions, incentivizing sustainable practices. Seeking to reduce the environmental impact of school operations and enhance the local environment, schools are able to influence not only pupils and staff, but the wider community and suppliers. Decisions to purchase locally have many positive implications for the community and the school’s relationship with it. Partnerships with sustainability-focused organisations, contribution to the local economy and improving the local environment can elevate a school’s profile within the community and foster valuable relationships. Enhanced reputation may increase appeal to parents, pupils, and staff. There is a recruitment and retention crisis in education; sustainable practices are one route to addressing a number of the underlying causes.
Curricular Integration and Student Empowerment
Beyond operational considerations, sustainability offers an invaluable opportunity for curricular integration and student empowerment. By integrating sustainability themes across the curriculum, schools can provide students with a holistic understanding of environmental issues and equip them with knowledge, skills and resilience. Engaging students in local sustainability projects – particularly initiatives happening at their school – not only fosters a sense of ownership, nature connectedness and responsibility but also reduces anxiety and nurtures critical thinking and leadership.
Resilience and Future Proofing
In an increasingly uncertain world marked by environmental degradation and climate change, sustainability serves as a means of resilience and futureproofing for schools. Embracing sustainable infrastructure and practices, institutions mitigate risks associated with resource scarcity, regulatory changes, and environmental disruption. Moreover, instilling sustainable values in students equips them with the adaptability and resilience needed to navigate a rapidly evolving global landscape.
The adoption of sustainability in UK schools offers a multitude of benefits, ranging from environmental stewardship and financial savings to enhanced reputation, social value, and stakeholder engagement. This not only aligns with ethical imperatives but also contributes to long-term viability and resilience. By integrating sustainability into operations and curriculum, schools can empower students to become agents of positive change, shaping a more sustainable future for generations to come.
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