ECO Schools Case Studies

Study 1

University of Stirling

The Awareness, Attitudes and Behaviour of First and Second Year Secondary School Pupils towards Environmental Issues and the influence that the Eco Schools Programme has had on these levels.
22 November 2002

A study undertaken by the University of Stirling on behalf of the Scottish Executive and Keep Scotland Beautiful (Eco Schools) 2002 aimed to establish “whether or not involvement by young people in the Eco Schools Programme in Scotland has a positive effect on their attitude to and subsequent behaviour regarding environmental and sustainable development issues.”

The study used discussions and questionnaires with focus groups of S1/2 pupils in schools in Scotland, which had varying experiences of the Eco Schools programme.   In each of three authorities, a school was chosen which had no Eco Schools experience, one registered for the programme and one, which already had achieved an award.   At the time of the study, November 2002, only two schools in Scotland had achieved Green Flag status.  Therefore Argyll and Bute and City of Edinburgh were chosen as Education Authorities due to the achievement by Oban High School and Portobello High School. Falkirk Education Authority was also chosen as two of its schools had achieved the Bronze Award.

The study also investigated pupil attitudes, awareness and behaviour in P5-7 in primary schools across Scotland, again with differing experiences of the programme.

Comparisons and contrasts were made about pupils in the two stages, P5-7 and S1/2.

It was found that younger pupils had a greater awareness of their environment and demonstrated a higher level of responsibility in their behaviour towards the environment than the secondary pupils.   However, pupils in secondary schools had already developed good knowledge and informed attitudes about environmental issues, but their behaviour and sense of responsibility was at odds with this.   Pupils in Schools, which had registered and gained Eco Schools awards generally had better environmental awareness than those in schools, which had no Eco Schools input, but the overall standard of knowledge about the elements used by Eco Schools was similar possibly due to curricular input, e.g. pupils demonstrate knowledge about the types of waste which can be recycled, are aware of some recycling facilities within their school but do not use them.

Some differences were also noted between pupils from rural and urban schools.   However, more research would be required to state categorically what these differences are.

A key finding was that it was often deemed to be ‘uncool’ to be involved in environmental work in both primary and secondary schools.   This perception of the Eco Schools programme has to be challenged and changed if the programme is to be successful in changing pupils’ behaviour in line with their knowledge and awareness of the environment.   Schools will have to investigate the best solution for their own school to try to encourage more pupils to participate.

The recommendations of this report can be summarised as follows:

	Focus on changing pupils’ behaviour towards their own environment and wider environmental issues by contextualising their existing knowledge about these areas using appropriate outside agencies and establishing links with individuals and businesses involved in environmental projects.
	Increase teacher training about the Eco Schools programme, particularly Head teachers whose involvement is seen to be valued by pupils. Accreditation and certification of work done by teachers in implementing the programme could be an incentive to encourage participation.
	Increase pupil ownership of the programme in schools. The structure of the programme tends to be teacher-led in most schools and this can lead to the stigma associated with belonging to an environmental group. Giving pupils more responsibility across a wide range of ages and interests could increase the positive aspects of the programme. Embedding the programme in the curriculum could also increase its perceived value to pupils. Examples of good practice from across the school should be recognised and celebrated, creating a positive ethos about the programme.
	Make the programme suit the needs and interests of individual schools. Schools in different geographical and social areas and of different sizes will have their own needs and the programme should develop in order to provide all schools with opportunities to take a flexible approach to implementation within the constraints of the elements and principles.
	Emphasis particular elements of the programme depending on the needs of a school at a particular time. However, Healthy Living is stated as a topic, which requires emphasis across all the schools in the study.
	Improve facilities, for example for recycling, to encourage pupil participation in school environmental projects.
	Research the impact of the programme over a wider timescale and use pupils who have had more experience of their school as an Eco School.
	Provide incentives to encourage involvement in the programme.

Throughout these recommendations and the study itself, it is clear that if a secondary school is to embark on the Eco Schools programme then it has to make sure that it takes the most suitable approach for its own circumstances and needs and ensures that the main thrust of any development must be accepted and driven by the pupils so that the programme has a positive image which can then be extended and become part of everyday school life.   Staff have also to be committed to the programme, but it seems that the success of the programme will depend on the attitude, interest and engagement of the pupils.

Study 2

Highland Youth Voices
Eco Schools Workshop, Sabhal Mor Ostaig, 21 June 2003
Kate Campbell, Eco Schools Scotland + Jenny Anderson, SNH

This workshop addressed the issues of how secondary schools could become involved in the Eco Schools programme and how some of the issues raised by the elements of the programme could be addressed in rural Highland communities.   Pupils were introduced to the Eco Schools programme and were then asked to discuss these issues, stating barriers and possible solutions to involvement by pupils in secondary schools.

The pupils were very aware of environmental issues and had clear ideas about the type of activities, which would engage secondary pupils and how these could be implemented in schools.

Barriers identified included geography, pressure of exams, too many committees, programme not being ‘cool’, lack of cross-curricular work, lack of facilities to implement ideas, transport issues in rural areas.

Solutions suggested included incentives for participation, support from local community and other agencies, brighter publicity, appointment of coordinators in schools, whole school activities.

Many of their comments related to specific activities which would reduce litter, increase recycling etc. and how individual departments could contribute to the programme.

Responses highlighted the issues for schools in rural areas particularly regarding transport, access to recreational facilities and recycling opportunities.   Overall the Workshop highlighted areas for development by the Eco Schools organisation.   Pupils in secondary schools are knowledgeable and care about environmental issues.   Promoting Eco Schools as a mechanism to encourage them to turn their attitudes and awareness into behaviour and action is accepted by them as a positive step but it requires an active approach.   Suggestions such as holding more events to target specific parts of the programme, specific projects for schools, funding, improving facilities for recycling, raising awareness of the programme etc. were considered important by the pupils in making the programme accessible and successful.

Study 3

Lunnasting is a two teacher rural primary school built in 1995 with approx. 30 pupils.   It was the first in Scotland to be awarded the Eco-schools Flag award and is well on the road (after 3 flags) to becoming a permanent Eco-school.

Mrs. Norma Smith, Headteacher, Lunnasting Primary School Shetland

Mrs. Smith is a committed environmentalist and her beliefs and enthusiasm for the Green agenda have made her school a leader in the field of developing informed attitudes about our planet amongst all who work and learn there.

Mrs. Smith was kind enough to share both a typical school day and some of the schools aims, case studies and audits with me.

Through her co-operation I can share many of the good practices that make Lunnasting a leader in when it comes to working towards Education for Sustainable Development.

Creating a new outdoor environment to compliment the new school was the impetus needed for the application.   In addition the school set up a ‘Waste Watchers’ club with specific tasks such as:

	Looking at reducing waste
	Planning an Waste Watchers Action Day
	Planning a litter free environment
	Making a video to show what happens already in the school (e.g. Recycling Aluminium, stamps, envelopes and plastic ring pulls)

Contacts were established with the agencies below to assist in the initiative:

	Shetland Amenity Trust
	Environmental Services
	Shetland Field Studies
	CITB – tool shed building
	Shetland Conservation Volunteers
	BT Early Birds
	Scottish Natural Heritage

The Waste Watchers Action Day was an example of how seriously the school took its ESD commitments by executing a number of highly original activities such as:

	Recycling T-shirts by fabric painting or drawing on them
	Devising and recording and broadcasting a rap on rubbish
	Making puppets and musical; instruments from rubbish

Once the pupils had moved into the new school the Beechgrove Garden ‘Hit Squad’ hit the grounds and added a lot of materials and expertise to the project.   By that time MP Jim Wallace had awarded the first Eco-flag the school.

The Action Day is now part of the Yearly cycle

Pupils also take part in another annual event – the ‘School Grounds Week’.   The day I was an Lunnasting the pupils were involved in a survey of the grounds and were listing (clip-board in hand) the improvements they would like to see – ranging from a bigger vegetable plot to more chippings in the Japanese garden to a new football to ‘weed the path’ and a whole lot more.   Mrs Smith likes the idea that every second year she can call on the pupils to bring in old clothes and paint the school benches and it can now be called Citizenship!

Other activities in the (now well established) grounds that can point towards ESD and Citizenship include:

	Tree planting
	Sowing weeding and harvesting the veg. patch
	Transporting and digging seaweed onto the patch
	Keeping the compost heap topped up with kitchen waste
	Planting bulbs in outdoor planters

In recent years the focus switched to energy.   An audit was carried out by children of energy use in the school and home – this became part of the Eco-Code of the school.   In 2001 the school submitted an application to the WWF ‘Our world’ competition and won £15000 to explore alternative energy.   With that money a 6 kW wind generator and solar panels – pupils now record on a weekly basis the net energy export that the school is able to make to the local grid.   There are also recordings of weather data using a remote weather station - data is displayed in the main foyer of the school.

Lunnasting Primary will also be sending Stephanie Wiseman (aged 11), a pupil from primary seven, to the World Summit on Sustainable Development (WSSD) in Johannesburg, South Africa in August as part of the Our World competition.   "Mankind is slowly killing the planet.   We need to find a cure and I want to be part of that cure," said Stephanie Wiseman.

"Winning ideas like the wind generator at Lunnasting Primary show us how schools can play an essential part in shaping a better world through a fresh approach to education.   By making decisions on energy consumption in their school, pupils at Lunnasting are learning about their roles as citizens," said WWF Scotland Education Officer Linda Cracknell

Mrs Smith also passed on an audit of citizenship that the staff had very recently carried out and it is reproduced below.

It may give some ideas to others:

Participation by Young People in Decision Making

Q1. How does the school enable young people to take part in decision-making?

Rules behaviour and discipline

	School rules are made up annually
	Playground monitors help with younger children
	All children are involved in Golden Time

Content and method of Teaching

	Pre-project planning
	Teacher asked what things pupils wanted to learn in French

School Facilities e.g. Meals/toilet

SNAG Group

Extra Activities

	Bridge End Outdoor Centre – choosing of meals and activities
	Mini Enterprise – discussion of what activities to do and what to do with the money

Development of School Policies

e.g. bullying -not yet

Q2. What changes have been made in the school over the last 3 years? Originated with pupils?

Not many – playground

Originated with senior management or staff, but were clearly supported by pupils after consultation
School ground improvements especially art work
Games for wet playtimes

Q3. Does your school have a pupil council or equivalent? How is it composed?

Lunnasting have class discussions about school rules, the Eco-Code SNAG Group etc.

Q4. How do pupils consult with and inform other members of class?

Small groups discuss opinions then come together.
 

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