Pupil perceptions, practices and levels of participation in an Eco-School

Abstract

Eco-schools aim to promote pupil agency and embed sustainability in the life of a school. This article draws on research examining pupil participation in an Eco-School. Social practice theory involves looking at meanings, materials and competency and is used as a lens for exploring how sustainability practices are carried out in the school. The study used an ethnographic approach and included observation and interviews with children and staff at the Eco-School. Environmental awareness varied within the school and perceptions of agency and the power to contribute to decision-making raised questions about the success of the programme. Although shared practices were observed and described by participants, there were also anomalies that indicated that commitment to the practices was inconsistent. The authors argue that to increase environmental awareness and sustainable practices for the benefit of their own future, pupils should be afforded more opportunities to participate meaningfully in everyday school practices.