Students across Ontario are leading the sustainability movement: they organize eco-clubs, launch recycling programs, and run green campaigns. But while school boards promote environmental values, student-led sustainability often receives little real support. The gap between school policy and student action reveals how eco-clubs are carrying the weight of climate leadership and the urgent need for institutional support in Ontario’s schools.
Sustainability is often discussed at the board level, yet many school policies fail to result in real change on the ground. While Earth Week activities are promoted each spring, year-round student initiatives often go unnoticed.
Recycling programs are launched but not maintained. Innovative green projects are developed by eco-clubs, yet without staff buy-in or school-wide accountability, their impact remains limited.
Despite these challenges, students continue to push forward. A survey of 300 Ontario teachers found that key barriers to sustainability education include overcrowded curricula, limited resources, and the low priority placed on environmental learning.
These findings mirror the frustrations of student organizers: eco-clubs often lack funding, support from staff, and school-wide engagement. While their work is powerful, they’re expected to take on climate leadership without real institutional backing.
If sustainability is truly a priority, schools need to go beyond posters and one-off events. Here are four specific ways they can support student-led environmental action:
Create a dedicated eco-club budget
Schools should allocate annual funding for eco-clubs—covering materials, campaign supplies, and participation in sustainability conferences. Student leaders shouldn’t be forced to fundraise just to operate.
Include student eco-leaders in decision-making
Green teams should have a seat at the table during school planning meetings related to facilities, events, or curriculum planning. This gives students a formal voice instead of treating them as optional contributors.
Embed sustainability across the curriculum
Subjects like science, geography, business, and even art can integrate environmental learning. A cross-curricular approach ensures all students, not just club members, engage with climate issues meaningfully.
Track and publish progress on environmental goals
Schools should commit to measurable goals (e.g.: reducing paper use by 50%, eliminating single-use plastics in cafeterias, installing LED lighting), and publicly report on their progress to create accountability.
These changes are practical, actionable, and can be implemented today. Symbolic gestures aren’t enough — students need long-term, structural support.
Sustainability in schools shouldn’t depend on a few passionate students fighting against the odds. It should be a shared priority — backed by resources, recognition, and real collaboration.
Suvi Kakan is a member of the Ontario Nature Youth Council who is a passionate supporter of environmental sustainability and youth climate action in the Halton Region. She leads tree-planting campaigns, organizes climate action competitions and hosts stewardship events like cleanups in her community.
To help advance our objectives related to Bill 5, Ontario Nature is partnering with Legal Advocates for Nature’s Defence (LAND). An environmental law non-profit, LAND advances access to justice in northern Ontario to protect nature and Indigenous rights. Ontario Nature is providing financial and in-kind advocacy support to LAND to advance legal challenges by Indigenous rights holders to Bill 5. Ontario Nature and LAND will also collaborate on events, and amplifying Bill 5 opposition and Indigenous voices.
