A STUDY OF THE FACTORS POSITIVELY AND NEGATIVELY INFLUENCING CORNISH PRIMARY SCHOOLS TO ENGAGE IN SUSTAINABLE ENERGY PRACTICES

Within the UK government in recent years there has been an increasing focus on renewable energy (RE) and energy efficiency as methods to reduce carbon emissions. Schools represent a small but significant part of the public sector estate and reducing school energy use is one part of the government‘s sustainable schools agenda. There has been a slow move towards sustainability within schools and while there exists a large body of academic literature concerned with energy reduction behaviour within homes and organizations there is no research which specifically focuses on the barriers and opportunities for schools and how these may be overcome. This study explores the influencing factors and key challenges facing schools in addressing sustainable energy through: a series of semi-structured interviews with stakeholders, drawing on previous research into behaviour in the home and the workplace and sustainability literature, and; analysis of relevant policy and supporting frameworks for schools. Comparison of previous research and current findings against the background of existing policy reveals that there are significant challenges for schools including costly adaptations to existing building stock, engaging key personnel at a school level and at a strategic level, and fundamentally, a lack of support and funding from local and national government. This research argues that without the support of government, schools are unlikely to engage with sustainable energy practices.Faculty of Scienc