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How do you lead a sustainable school?

Our 'leadership themes' research project investigated the skills and qualities required by school leaders to develop sustainability. From setting a vision to taking risks and promoting the student voice, our case studies highlight the leadership characteristics that are essential to sustainable schools.

Identifying leadership characteristics

School leaders who develop sustainability do so with passion and conviction, underpinned by personal values. Leaders of sustainable schools:

  • are optimistic and outward sharing
  • articulate and share their vision with the whole school community
  • encourage strong student voice
  • have excellent links with the local and global community

Our research identified ten key leadership characteristics of sustainable schools. These are outlined below, along with links to case studies on schools that demonstrate each of the characteristics. Our partners in the research project were WWF, the Institute of Education, the University of Reading and Education Direct.

Setting the vision

Sustainable schools have a strong sense of moral purpose created by a shared vision, which is understood and articulated by the whole school community. Sustainability underpins the ethos and aims of these schools and has a prominent place in the schools' prospectuses, improvement plans and websites.

For further information see setting the vision case studies.

Engaging others

Sustainable schools recognise that in order to drive the sustainability agenda forward, all members of the school community must be involved; especially pupils, parents and governors.

For further information see engaging others case studies.

Communicating and interpreting

Sustainable development has a broad interpretation: sustainable schools talk not only about understanding and protecting the environment, but also about healthy and safe lifestyles, respect for diversity and tolerance of difference, encouraging participation, social inclusion and interaction with the local community. Leaders put time and effort into communicating effectively and persuading others to get on board, giving sustainability a high profile in the school.

For further information see communicating and interpreting case studies.

Distributing leadership

Sustainable schools see distributed leadership as an essential and underlying principle of sustainability. Empowering others to take a lead is key to embedding sustainability in a school, as well as enabling the wider staff's personal development. In some schools, individual members of staff are given leading roles to develop sustainability - with the support of the senior management team.

For further information see distributing leadership case studies.

Promoting student voice and leadership

Sustainable schools have a strong student voice in which students have the support of staff to drive the sustainability agenda forward. Such schools have active student/staff councils, some of which have specific budget responsibilities for sustainability.

For further information see promoting student voice and leadership case studies.

Focusing on learning

Sustainable leadership has a strong, explicit focus on learning for everyone. Leaders lead by example and are visibly engaged in their own learning. Moreover, sustainable schools use sustainability to deliver the curriculum in ways taht are relevant and real. They also offer staff, at all levels, opportunities to continue their professional and personal development in this area.

For further information see focusing on learning case studies.

Resource provider

Sustainable schools demonstrate their commitment to this agenda by allocating additional resources – both financial and time-based – to support the development of sustainability.

For further information see resource provider case studies.

Innovator / risk taker

Sustainable schools look for new ways of working, both within their own walls and in the ways they relate to the external world. Leaders who successfully promote sustainability are prepared to try out new ideas and to enable others to innovate.

For further information see innovator / risk taker case studies.

Looking outward beyond the school

Many successful schools have excellent teaching and learning practice and high student attainment, but still see themselves as self-contained entities. The key difference between these types of schools and sustainable schools is the outward-facing nature of the sustainable schools. Leadership in sustainable schools seeks ways to reach out to the local and global communities

For further information see looking outward beyond the school case studies.

Connectors – Every Child Matters

Leaders of sustainable schools see connections between all aspects of school life, as well as connecting with life and the community beyond their schools' walls. Such leaders recognise that sustainability covers a broad spectrum, which includes the environmental, social, economic and governance aspects of schools. Understanding this bigger picture enables them to use sustainability as a vehicle to deliver the Every Child Matters agenda, focusing not only on raising standards of achievement, but also on the broader well-being of their pupils, which includes their health, safety, engagement and participation.

For further information see connectors - Every Child Matters - case studies.

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