The UKSSN examines the concept of power within educational organisations and emphasises the importance of leadership, influence and collective action in advancing sustainability initiatives
One of the criticisms of the Department for Education Sustainability and Climate Change strategy is the absence of an accountability framework for our schools to deliver positive change. In addition, when the DfE announced the Energy Efficiency Funding, the small print permitted schools to spend this money on any capital project; the funding was not solely earmarked for energy efficiency improvements. For many championing sustainability in schools, these are examples of missed opportunities to drive the sustainability agenda forward.
£500 million of Energy Efficiency Funding could have had a significant impact – directly on school energy use and indirectly by shining a (low wattage LED) spotlight on sustainability for trustees, governors, leaders and the wider school community. Instead, we are left wondering what difference the funding made.
What is ‘power’?
Kanter described power in organisations as “analogous in simple terms to physical power: it is the ability to mobilize resources (human and material) to get things done.” Kanter’s positive outlook feels especially appropriate for school business leaders as we mobilise resources to generate the best outcomes for our students and our environment.
In contrast, Kritek described power “as the control of someone or something, as dominance, as the ascendance of one’s self-will.”
Kritek suggests that the person holding the power is making the person without power feel oppressed, exploited, powerless and inhibited from achieving their full potential. Kritek’s position is the opposite of what we need to achieve. We need leadership and we need colleagues and our communities to feel part of our school’s sustainability journey, not to feel exploited or coerced into compliance. All respondents in a 2020 survey of teachers about their school’s sustainability programme, agreed with the need for clear leadership and shared ownership responsibility across all staff groups.
The power of influence
Hatcher said that whilst “authority resides with the headteacher, leadership (and its influence) can be exercised by any teacher whose ideas win the support of others.” I would argue this could be extended to any SBL whose ideas win the support of others. Don’t hold back, embrace your influence.
If you were to map your stakeholders and their ability to influence alongside their interest in sustainability, who would be your sustainability leadership allies? Who would be your key players who could help you to deliver the change required within your organisation to be more sustainable, to manage school resources more efficiently and to reduce negative impact on the environment?
Mind the traps
Leadership of sustainability is easily undermined. When leaders demonstrate a disconnect between what they say and what they do – an example of power differentiation – and we can perceive that a policy is optional or perhaps applies to ‘person A’ less than ‘person B’. ‘Person A’ can quickly become the accepted norm. As with other critical policies – Safeguarding, Health and Safety – we need all leaders to champion sustainability and demonstrate compliance with the sustainability practices in order that we will succeed.
A second common trap – be mindful that in appointing leaders to a specific area, such as sustainability, we risk absolving others from taking on any responsibility. Sustainability can be seen as a special interest area – perhaps akin to SEND – rather than accepted core policy and practice. Everyone needs to feel they have a role, a responsibility, and are empowered to act.
The power of action
At times I have felt powerless. I can understand and empathise with the rise in eco-anxiety amongst young people. Climate change is so vast and complex it sometimes feels almost inconceivable that the aspirational deadlines of the DfE’s Sustainability and Climate Change Strategy will be achieved. I find at these times the best medicine is action. If I focus on what I can do, what I can change – progress not perfection – I can still positively impact our environment and influence others to get involved too.
Taking action extends to the wider school community too. Schools’ engagement with the sustainability and climate change agenda is a very visible demonstration to parents and families of our values, our care for the world around us and our mission to provide young people with skills, resources, behaviours and insights to combat the climate change threats of the future.
To find out more about UK Schools Sustainability Network
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