Many Schools Are Still Without a Sustainability Lead — What can be done?

Climate education and sustainability leadership are moving towards being expected practice in UK schools. Mainly thanks to the Department for Education’s Sustainability and Climate Change Strategy, which set out that every school should nominate a sustainability lead and develop a climate action plan by 2025.

Yet we know with the best will in the world – and with some schools really leading the way – progress on sustainability leadership in education settings is not consistent. Many schools are still without a designated sustainability lead – why is this happening, and what can be done about it?

The Current Picture: Progress is stalling

According to a recent Teacher Tapp poll of more than 9,000 teachers, only around 24% of schools in England have appointed a sustainability lead, up only slightly from previous years.

Meanwhile, other surveys suggest that around two-thirds (65 – 68%) of schools still do not have a nominated sustainability lead, despite the requirement introduced through national climate and sustainability policy.

This gap between policy intention and reality is being felt across all settings and it highlights system difference and barriers as well as time and money contraints.

Why does the Gap Exist?

Overstretched Staff

Workload, staffing, recruitment and retention all mean that physically getting a lead in place can be a huge challenge – it’s difficult for staff to find time for additional roles. Teacher shortages and workload pressures may be a major factor in why sustainability leads haven’t been appointed more widely.

Because sustainability work can overlap with other responsibilities – estates, wellbeing, community engagement, curriculum – it’s easy for the sustainability lead role to disappear between the cracks if it’s not clearly prioritised.

Unclear Role Definitions

The sustainability role varies widely between schools. I’ve seen some settings use it as a formal strategic leadership position; in others, it’s an informal role taken up by whoever has the time even though but often they are already juggling other positions.

Without clear expectations, dedicated time or senior leadership support, the effectiveness of a sustainability lead can be limited even where one exists.

Awareness and Communication Gaps

Some teachers report that they’re not aware who their sustainability lead is – or if their school has one at all. This suggests a communication gap between policy, leadership teams and classroom staff.

Staff and governors need to understand the role and its purpose, it’s the only way to build momentum and embed climate action across the school. Awareness is vital.

Resource and Capacity Challenges

Developing a climate action plan – key part of the sustainability lead’s role – requires coordinated action across curriculum, estates management, community engagement, data collection and behaviour change. For many schools, simply finding the capacity to do this is a hurdle.

This challenge is especially felt in smaller schools and those with limited access to specialist sustainability support.

What Can Be Done to Push Progress?

Clarify and Support the Sustainability Lead Role

Schools and trusts should work together to define what a sustainability lead is; define the time allocation, leadership responsibilities and expected outcomes. Clarity enables schools to make an appointment that will have impact, not just box-tick.

Sharing role descriptions and success criteria with leads in role can help make the position more strategic and impactful.

Build Capacity Through Teams, Not Individuals

Effective sustainability leadership works best when it’s part of a team. Schools should create sustainability teams that include:

senior leaders
curriculum staff
estates/operations staff
governors
students

This not only distributes workload but also embeds sustainability throughout the school’s culture and planning.

Use Existing Frameworks and Resources

There is a wealth of support available to schools working to embed sustainability leadership:

Communicate and Celebrate Progres

I’m a huge fan of celebrating success! And schools that do appoint sustainability leads – or who are making progress on climate action – should share their successes both piinternally and externally.

boost staff and pupil engagement
highlight practical impact to governors and parents
create peer learning opportunities with other schools

Recognition can help shift sustainability leadership from a compliance task to a source of pride.

The Bigger Opportunity

Appointing a sustainability lead should not just be about meeting policy requirements; it’s an opportunitiy to empower your school to embed climate education and sustainable practices throughout your culture. A strong sustainability lead will:

champion climate literacy across subjects
coordinate data-informed actions on energy, waste and biodiversity
create links with parents and local partners
nurture pupil leadership and agency in real-world environmental issues

Final Thought

Just like with curriculum reform – policy and rherotic alone isn’t enough. It must be backed by clear roles, strategic support, shared tools and a culture that values climate action as central to education. With the right structures in place, schools can accelerate progress – turning sustainability leadership from a good idea into an everyday reality.

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