Emma Harrison explores why sustainability must sit at the heart of educational leadership, strategy, and curriculum to build resilient, future-ready learning communities.

A sustainable legacy

In recent years, the urgency of addressing environmental challenges has propelled sustainability to the forefront of educational priorities. Schools, colleges, and trusts are uniquely positioned to drive meaningful change, not only by reducing their environmental impact, but also by nurturing future generations of climate-conscious citizens.

We have all taken notice of the increasing temperatures and extreme weather events across the UK and the wider world, placing settings at greater risk of flooding or overheating. Indeed, the Met Office reported that the UK’s climate saw a record-breaking 2025, with the year being both the warmest and sunniest seen since observations began.

Why sustainability strategies matter in education

Educational institutions are large consumers of resources, such as energy, water, and food. Schools, colleges, and universities account for 36% of total UK public sector building emissions (tinyurl.com/5d7uj9bz). Settings can also produce significant waste and emissions through buildings, transport, and procurement. Implementing a sustainability strategy can:

■ reduce operational costs

■ improve student and staff wellbeing and aid staff retention

■ enhance learning opportunities around climate and environmental issues

■ meet regulatory and policy goals

■ inspire local communities through visible leadership in sustainability

Common barriers to implementation

While many educational leaders recognise the importance of sustainability, putting plans into action can be hindered by the following:

■ Lack of expertise: many staff may lack specific environmental knowledge or know where to start. This issue can feel overwhelming.

■ Limited funding: budget constraints often restrict drives to be more sustainable.

■ Competing priorities: academic performance and regulatory compliance often take precedence over sustainability.

■ Infrastructure challenges: older buildings and systems can be difficult to retrofit.

■ Lack of student and staff engagement: without a sense of ownership, initiatives can stall.

To overcome these barriers, targeted support, structured guidance, and peer networks are essential.

DfE sustainability and climate change strategy

The DfE’s sustainability and climate change strategy was published in April 2022 (tinyurl.com/5d7uj9bz), a document that, unfortunately, not everyone is aware of. The strategy sets out an expectation that schools should have a sustainability lead and a climate action plan in place by 2025. We await the updated strategy over the spring; however, what will remain are those expectations.

Sadly, 2025 saw the end of some funding streams, such as the Public Sector Decarbonisation Scheme (PSDS). However, as part of the strategy, the DfE has provided several free resources for schools. These include:

■ Climate Ambassadors’ scheme (recently extended to September 2027) – see tinyurl.com/2x8ry42e

■ National Education Nature Park – www.educationnaturepark.org.uk

■ Sustainability Support for Education – www.sustainabilitysupportforeducation.org.uk

■ Let’s Go Zero – tinyurl.com/48yzt8b4

All of these programmes have had a real impact in supporting schools on their sustainability journey. I encourage you to take a look and utilise the services.

Considerations for 2026

Leaders should consider how sustainability and climate change are reflected in strategic discussions and priorities, whether they feature on your settings risk register, and what mitigation measures are in place.

The final Curriculum and Assessment Review Report published in November 2025 (tinyurl.com/y2vxj4ty), also identified sustainability and climate change as areas requiring a stronger presence within the curriculum.

Additionally, we know that AI is moving at pace and bringing several benefits such as supporting learning and administrative tasks. However, to function, it requires energy-rich data centres consuming large volumes of water, posing further considerations for leaders in relation to strategy and risk.

Final thoughts

To embed sustainability meaningfully and effectively, settings must adopt a whole-school/college approach. Much like you would with other issues, such as safeguarding, it’s important to embed ways of thinking and working. This means going beyond operational tweaks to ensure that sustainability is reflected in values, governance, pedagogy, and relationships.

Your school’s or college’s sustainability strategy will forever be an ongoing piece of work. By working together, schools and colleges can become not just greener, but smarter and more resilient, laying the groundwork for a sustainable future for everyone.

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Emma Harrison
ASCL Business Leadership Specialist
@emmajharrisonx.bsky.social

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ASCL SUSTAINABILITY CONFERENCE

The ASCL Sustainability Conference is again taking place on World Environment Day on Friday 5 June 2026 in Birmingham. The programme will feature practical advice and support from a range of speakers and workshops.

You can book your place here: www.ascl.org.uk/Sustainability2026

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