Being an environmental representative in middle school or high school: what can you do?
Since 2020, every middle and high school class has been required to elect one or two eco-representatives. They serve as advocates for sustainable development issues among their peers and can implement initiatives at their schools, such as setting up compost bins or reducing food waste.
Evelyne Bois, University of Orléans; Aurélie Zwang, University of Montpellier and Mandarine Hugon, University of Orléans
Our analysis of institutional frameworks, supplemented by an examination of students’ statements, reveals a tension between official directives and on-the-ground realities. Taking into account the perspectives of students—who are in the process of shaping their identities in a world undergoing transformation—highlights the gap between the urgency of the situation, now widely recognized by young people, and the modest progress being made in schools.
Eco-delegates: Strong Support from the Institution
In connection with the policy on certifying schools, the term “eco-delegate”—though not precisely defined—first appeared in a ministerial document in 2013. Today, student eco-delegates play a key role in helping to achieve the Sustainable Development Goals (SDGs).
They are encouraged to present their projects to various representative bodies at the school and district levels (steering committees, middle school or high school student councils). At the national level, their initiatives may be recognized with the “Eco-Delegate Initiative of the Year” award and highlighted as examples on the Ministry’s website. Eco-delegates must also acquire skills that they can put to use as future citizens and “economic actors.”
The handbook on education for sustainable development states that the role of eco-ambassadors is to embody changes in individual and collective behavior:
“Eco-delegates—young volunteers who are champions of sustainable development—demonstrate their commitment and dedication by setting and pursuing quantifiable and/or observable goals and by setting a positive example.”
These recommendations primarily frame education for sustainable development as a means of teaching students good habits (eco-friendly practices) and responsible school management (energy conservation, waste sorting , etc.). Students are seen as bearing a significant responsibility toward social and environmental issues.
Small steps, but not enough to meet expectations
To explore the experiences and perspectives of eco-delegates, interviews were conducted with 22 middle and high school students during the 2021–2022 school year, across a variety of school settings.
Regardless of grade level, the eco-ambassadors surveyed feel a sense of responsibility and want to take action at their schools to “help/protect the planet” by engaging their classmates and the adults around them: “I try to get my family involved in all the activities at school” (middle school student).
Students report being asked to perform small tasks in the classroom (communicating; picking up papers; turning off lights and computers…) and throughout the school (setting up recycling bins, sorting waste, reducing food waste), which are more akin to eco-friendly habits tied to isolated practices than to projects with long-term impact.
This clearly refers to the examples of initiatives proposed in the eco-delegate guides, published in 2021 by the Ministry of National Education and the French Environment and Energy Management Agency. Eco-delegates are described there as “decision-makers,” “liaisons,” “guarantors,” “co-pilots,” and finally, “budding project managers.” These terms and the illustrations used paint a picture of an eco-delegate as an “everyday hero.”
The lack of reflection on the actions taken, as observed among the students interviewed, might suggest that the program is part of a non-“critical” approach to education, in which students are merely receptacles for the behavioralist prescriptions of the school system.
Commitments, but a lack of resources
The commitment of the eco-delegates interviewed stems from a strong motivation to take action for the environment, to feel useful, and to align with the ideas they advocate so that they can be implemented in their various communities: “I’m very concerned about climate change, and I really wanted to take action to make a difference,” notes one high school student. “We realize there are problems, that we need to help our planet and even biodiversity, etc. And I think we need someone to represent that,” adds a high school student.
It is indeed a broad vision that seems to motivate students, extending beyond initiatives within a single school. These students have long-term projects—aimed, in particular, at fostering an openness to the world—and are successfully bringing them to fruition in some schools (fundraisers for charities; clean-up walks; “Solidarity for the Congo”).
There is therefore a disconnect between their aspirations and the institution’s objectives, which focus on enforcing official regulations, including the accreditation of schools. In fact, the students surveyed were unaware that such accreditation even existed.
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The roles prescribed by the school do not always reflect the reality on the ground. Numerous constraints seem to prevent students from fully carrying out their responsibilities.
The students interviewed particularly mention their difficulties communicating and getting other students to appreciate their efforts: “I mention it to them briefly, but I don’t think they pay attention; I think they don’t really care,” notes one middle school student. Furthermore, the role of eco-representative loses legitimacy when that of class representative is considered more important: “ People are always telling us we’re kind of useless, that the class representatives are already coming up with ideas anyway.” https://www.youtube.com/embed/D5TIha10d-o?wmode=transparent&start=0 Winner of the 2021 Eco-Representative Action Award, middle school category (Collège Courteline, Paris).
We also observe obstacles to decision-making. While middle school students say they have trouble deciding what actions to take, high school students point to time constraints as well as the lack of assessments that would allow them to develop projects tailored to the school’s actual needs.
What scope for creative freedom is afforded to them so that they can become “actors and creators, ” combining action and reflection, and thus contribute to change? Providing this scope requires a genuine shift in educational practices. It seems essential to examine the role assigned to eco-delegates in light of specific school contexts.
The need for better integration within the school
Our studies show that student environmental representatives are more motivated and proactive when staff members trust them, view them as capable of thinking for themselves and taking action, support them in exploring their questions, and recognize the value of their efforts within the school—particularly by clearly defining their roles and responsibilities.
Similarly, the eco-delegates’ participation in school committees helps them understand how the school operates, learn who to contact to carry out projects, and adapt to the school’s needs. Finally, the collaborative work they do during meetings and training sessions allows them to meet new people (fostering openness to others), feel like they belong to a group, and be valued as individuals in their own right.
Taking [ students’ input] into account and developing proactive school policies seems essential not only to enable student environmental representatives to play a full and active role, but also to develop a sustainable development education program that meets their high expectations. To achieve this, educators play a vital role, and it now seems essential to examine how they view their role in supporting student environmental representatives.
Evelyne Bois, Associate Professor of Education and Training Sciences, University of Orléans; Aurélie Zwang, Associate Professor of Education and Training Sciences. Environmental Education. Science Education, University of Montpellier and Mandarine Hugon, Associate Professor of Social Psychology of Development and Education, ERCAE Laboratory, University of Orléans
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