Environment and Sustainable Development Policy Development in K–12 Schools in Manitoba and Canada

This report explores the development of environment and sustainable development (ESD) policies in K–12 schools in Manitoba and across Canada. It identifies three primary approaches to policy development: government-led "whole school" initiatives, independent certification and award programs, and individual school district policy development. The document highlights a gap between the advanced sustainability policy frameworks in the tertiary education sector and the more sporadic, often fragmented approach in K–12 education, particularly in Manitoba where many schools act without district-level mandates.

• The report identifies three main approaches to K–12 school policy development: the "whole school" approach driven by state or national government directives, independent certification and award programs, and individual policy development by school districts.
• In Canada, an online scan identified 93 school board policies addressing environment and sustainable development. Of these, 37% take a holistic approach by addressing both curriculum and facilities management.
• In Manitoba, less than one-third of the 39 school divisions have published environmental policies online, and only four have holistic policies covering both curriculum and facilities management. Many sustainability initiatives in Manitoba schools are driven by individual principals, teachers, or students in the absence of district mandates.
• The report argues that K–12 sustainability policies are important because they reinforce classroom learning through practical application, establish the school as a laboratory for students, improve the school's ecological footprint, and strengthen community relations.
• International examples of government-led programs include the Sustainable Schools Program in New South Wales, Australia, and the Sustainable Schools program in the United Kingdom, the latter of which sets long-term expectations for schools to achieve by 2020.
• Independent certification programs, such as the European Eco-Schools program and the Quebec-based Établissement Vert Brundtland, provide frameworks for schools to achieve labels or awards based on specific environmental criteria.
• The report notes that tertiary education institutions were early adopters of sustainability policies, influenced by global declarations such as the 1990 Talloires Declaration, creating a contrast with the slower policy evolution in K–12 schools.

APA

-1, Creech, H., Roy, M., & Buckler, C. (2008). Environment and Sustainable Development Policy Development in K–12 Schools in Manitoba and Canada. International Institute for Sustainable Development. https://www.iisd.org/system/files/publications/enviro_sd_policy_schools.pdf

Chicago

-1, Heather Creech, Marlene Roy, and Carolee Buckler. Environment and Sustainable Development Policy Development in K–12 Schools in Manitoba and Canada. International Institute for Sustainable Development, 2008. https://www.iisd.org/system/files/publications/enviro_sd_policy_schools.pdf.

Wikipedia

{{cite report |last1=-1 |last2=Creech |first2=Heather |last3=Roy |first3=Marlene |last4=Buckler |first4=Carolee |title=Environment and Sustainable Development Policy Development in K–12 Schools in Manitoba and Canada |publisher=International Institute for Sustainable Development |date=March 2008 |url=https://www.iisd.org/system/files/publications/enviro_sd_policy_schools.pdf |access-date=17 August 2026 |via=Climate Insights Directory}}

BibTeX

@techreport{12008environment, author = {-1 and Creech, Heather and Roy, Marlene and Buckler, Carolee}, title = {{Environment and Sustainable Development Policy Development in K–12 Schools in Manitoba and Canada}}, institution = {International Institute for Sustainable Development}, year = {2008}, month = mar, url = {https://www.iisd.org/system/files/publications/enviro_sd_policy_schools.pdf}, urldate = {2026-08-17}, note = {Indexed by Climate Insights Directory} }