Testing innovative approaches for achieving pro-environmental behaviours - schools as networks
- Start date:
- April 2009
- November 2010
This Defra funded project, run by Brook Lyndhurst in conjunction with Peterborough Environment City trust (PECT), aimed to test a variety of techniques for encouraging pro-environmental behaviour in schools in Peterborough. The findings from the research provide evidence to support more widespread promotion of pro-environmental behaviours in schools in particular, and through social networks more generally.
Working in eight schools in the city – four primary and four secondary – the project focused on promoting and encouraging textiles recycling, which has been identified as a ‘low uptake’ behaviour, with the potential to catalyse positive effects on wider pro-environmental behaviours.
The impacts of these interventions was assessed at the beginning (baseline) and end of two terms of interventions, using a variety of techniques – discussion groups (younger pupils), electronic questionnaires (older pupils, parents and teachers) and postal questionnaires (parents of children in primary schools). Information on a range of attitudes and behaviours was collected, with a focus on the manner in which information about the interventions diffuses through the various population groups. Results on claimed behaviour were benchmarked by measuring actual tonnages of textiles collected for recycling during the course of the study.
On Tuesday I spoke at the Westminster Forum event entitled: “Reducing and managing waste: implementing the Waste Prevention Programme and moving towards a ‘zero waste’ economy”. With five minutes to speak, I thought I’d say five things. I decided to make my remarks from a demand side perspective, drawing on a mix of Brook Lyndhurst’s [...]
I’ve just come back from researching energy in New Zealand. It turns out there are some pretty fundamental differences in the production and consumption of energy between the UK and New Zealand. Below are a few examples and accompanying observations and anecdotes regarding possible reasons why this might be the case. At the end I’ll [...]
“We do not learn from experience… We learn from reflecting on experience.” (John Dewey) The strength of participatory action research (PAR) is that the role of the researcher includes being a facilitator of change. PAR seeks to understand the world while trying to change it, collaboratively and reflectively. In this blog, I briefly explore some [...]