The UK government published its strategy on sustainability, climate change and education six months ago back in April.

Perhaps not the best time in the calendar to grab the attention of busy teachers.

However, the summer break finally gave those of us with environmental responsibilities in schools the chance to dig deeper into what it means for educators passionate about bringing sustainability into the classroom.

As someone who has been a sustainability lead in a large primary school for three years now, it is clear this is an ever-growing area of concern for our children and the wider school community. The new strategy helps bring focus to our environmental efforts and adds new ideas we can put into practice.

Below are some of the key proposals in the document that all schools should be aware of, how we are aiming to take them forward and some actions already underway.

1. Bring nature into schools

One notable proposal is for a National Education Nature Park, encompassing schools across the country, linked together through an online hub.

School grounds are to be seen as potential ecological havens allowing pupils to connect with nature and learn about measuring and improving biodiversity. They will be able to share their knowledge on a newly proposed website to build a picture of biodiversity across the country.

This leaves me wondering about our own campus. Where could we put that school pond? Can we add more pollinator-friendly plants? Could we set aside a corner for rewilding or grow something we can eat? How can we design learning activities to identify and collect data on the living things around us?

2. Sustainability leads 

The paper also says that all of England’s state-run education settings will have a sustainability lead by 2025. Teachers taking on the role will lead the development of a climate action plan for their school.

The action plans are set to cover: curricular and extracurricular activity; procuring resources from companies with targets for net zero; adapting to new climate conditions; and decarbonising school operations.

This is a dramatic expansion of my current lead role - and a real opportunity to do more. It encourages looking beyond lesson design and after-school eco clubs to the environmental impact of the school itself.

This makes sense because delivering sustainability content can easily fall flat. For example, lessons on saving energy are undermined if no effort is made to turn off the lights in empty classrooms.

Some may be concerned about the increased workload involved. It’s not just about providing extra release time; sustainability leads should be involved in decision-making processes so that choices are made with green development in mind, and so their efforts are properly supported. 

3. Carbon literacy training

The paper announces the provision of carbon literacy training for all new sustainability leads. Few details have been announced, but it’s set to be in place by 2025. The training will involve building knowledge of climate change, emissions reporting and how to develop the action plans above.

Trained staff will then feedback to leaders, support staff, caretakers, cooks and fellow teachers. I’ve found colleagues to be interested in (if not 100 per cent confident about) doing more - underlining the importance of training everyone to help make schools more sustainable places. 

4. Building improvements

There’s much in the policy about “adapting existing buildings and designing new ones to respond to climate change and reduce emissions”. This includes plans for new-build net-zero settings. The government says building new schools and updating old ones will be a “significant challenge”.

I certainly have a “wish list” of adaptations I’d like to see at my school, but implementing them requires expert advice from architects, green energy professionals and nature specialists. If this work gets off the ground, things become interesting for educators.

5. School ideas to become sustainable

Pupils will be encouraged to learn about “low-carbon boilers, smart meters, energy monitoring or sustainable drainage systems” as schools retrofit these. The idea is to provide learning activities for assemblies and the classroom to complement these projects.

I’ve been on the lookout for environmentally friendly developments at my school.

Our pupils refill their water bottles at recently installed water fountains that track the potential number of plastic bottles saved when you bring your own. One related real-life maths activity has been to work out how many single-use one-litre bottles we save in a week.

6. Finding space in the curriculum 

Leading on from this, in a crowded curriculum, where will this learning take place? Science, technology, engineering, maths (Stem), geography and citizenship programmes are the obvious choices mentioned in the document.

What’s taught in these areas increasingly needs to focus on sustainability issues, despite the changes already afoot. Collaboration with colleagues specialising in these subjects is a good starting point.

I’ve met with fellow curriculum coordinators to plan a special project-based learning week focusing on learning about sustainability through Stem. In the past, we’ve organised separate “special weeks” for science, sustainability and Stem, with considerable effort from the staff involved.

Combining the three areas into a single Sustainability and Stem Week lessens workload and time off timetable is an opportunity to do something different with pupils. Both have helped bring staff on board and I’m excited to see the outcomes of the week.

7. Embracing debate

The policy includes clear guidance on political impartiality. Educators may worry about addressing environmental issues, which can be hotly debated.

Yet, the paper says teaching the science of climate change is not teaching a political issue and that “misinformation and unsubstantiated claims” are not necessary to provide “balance”.

However, it goes on to say that there are different views and opinions on the best policies to address climate change and teachers should follow government guidance to avoid bias when discussing these.

Diverse school communities mean a variety of political viewpoints. It’s good to know teaching the science of climate change is firmly supported by the government. Although teachers can find themselves debating the best policies to address climate change.

Our introduction of Meatless Mondays triggered some lively discussions in our community, with opinions for and against the idea. After listening, and looking at the science, we pressed on and now the children are served a vegetarian meal every week.

8. Celebrating success

Finally, young people will be invited to participate in a national Climate Leaders Award, with a prestigious ceremony each year.

The award will recognise pupils and schools who “develop their connection with nature and make a real contribution to establishing a sustainable future for us all”, states the paper.

There’s nothing to stop schools from doing this themselves though, to help get children involved and feeling like they are making a difference. I’m planning a special green certificate of achievement for the children in my after-school eco club. I’d like to thank them for being there, eager to learn.

Overall, it’s clear there is a lot here and anyone taking on the role of sustainability lead in a school faces a huge task and will need serious support.

Yet for me, this challenge adds further meaning to my teaching. It’s not only about ensuring individual children are academically and emotionally ready for the future ahead, but also about creating a greener, safer world for us all.

Ewen McLeish is a teacher and environmental sustainability coordinator at St Andrews International School Bangkok