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

The report examines how K–12 schools in Canada, particularly Manitoba, integrate sustainable development into their operational policies. It identifies three primary approaches to policy development: government-led "whole school" initiatives, independent certification programs, and individual school district policies. The authors find that while some Canadian districts have comprehensive policies, many lack formal frameworks, often relying on individual school-level champions to drive sustainability initiatives. The document argues that formal policies are crucial to reinforce classroom learning and ensure the long-term sustainability of environmental reforms.

• There is a significant gap between the adoption of sustainability policies in the tertiary education sector and the K–12 sector in Canada. Universities were early adopters of "walking the talk" by managing facilities responsibly, influenced by declarations such as the 1990 Talloires Declaration.
• Sustainable development policies in K–12 schools serve four primary purposes: reinforcing classroom curriculum, turning the school into a learning laboratory, reducing the institution's ecological footprint for financial and health benefits, and improving community relations.
• The report identifies three main models for policy development: the "whole school" approach driven by government directives (seen in the UK and Australia), independent certification and award programs (such as Eco-Schools and Go Green Schools), and individual policy development by school districts.
• An online scan of Canadian school boards identified 93 policies related to 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 possess holistic policies covering both curriculum and facilities. Many sustainability actions in Manitoba are driven by individual principals, teachers, or students rather than district mandates.
• Formal accreditation processes for schools can be perceived as too onerous and costly. Evidence from Australian pilots suggests schools prefer symbolic recognition of achieved stages over rigorous external reviews.

APA

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

Creech, Heather, 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=Creech |first1=Heather |last2=Roy |first2=Marlene |last3=Buckler |first3=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{creech2008environment, author = {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} }