Home
Accreditations
Sustainable & Green Schools

SGS Endorsement · Global Citizenship & Sustainability

Sustainable & Green Schools Endorsement

Recognises schools that teach climate and sustainability well, run measurably greener operations and act with their communities, aligned with all four dimensions of the UNESCO Green School Quality Standard.

15 standards in 5 areas
3 levels
3 years validity

Apply for SGS Check your readiness

SGS is an endorsement: it is awarded together with, or after, USAAC Core Accreditation. Core and endorsements can be reviewed in one combined visit.

Accreditation levels

Three levels of SGS recognition

The three levels recognise a whole-school sustainability approach in place across governance, teaching, operations and community (Established), embedded with measured reductions in footprint (Advanced), and sustained impact with leadership of other schools (Elite).

Level I

Established

Quality Assured

Every standard is fully in place and consistently practised, and the safeguarding gate is met.

Every standard at least Established; safeguarding Met.

Level II

Advanced

Excellence in Practice

Practice is embedded school-wide, monitored with evidence and improving outcomes.

Advanced in at least two-thirds of standards, including all Vision & Leadership standards; none below Established.

Level III

Elite

Sector Leadership

Impact is sustained across two review cycles and the school leads others in the field.

Advanced in every standard, Elite in at least half, and impact sustained across two review cycles.

Framework

The SGS standards

15 standards in 5 areas. Each has published descriptors for Established, Advanced and Elite, and the evidence reviewers look for. Levels are cumulative: each one includes everything below it.

Vision & Leadership

SGS.1.1

Green school governanceSchool governance sets a whole-institution sustainability commitment, with clear accountability, resources and regular reporting to the school community.

EstablishedGovernors and leaders approve a sustainability policy, assign a named lead and resources, and receive progress reports at least annually.

AdvancedSustainability criteria inform major decisions on budget, buildings, procurement and curriculum, and progress is reported openly to the school community.

EliteGovernance has sustained whole-institution commitment over two review cycles, and leaders advise other schools or authorities on green school governance.

Evidence: Approved sustainability policy · Governing body minutes and progress reports · Decision records showing sustainability criteria

SGS.1.2

Environmental review and action planSustainability priorities are set from a regular environmental review and delivered through a costed, time-bound action plan with measurable targets.

EstablishedAn environmental review of energy, water, waste, biodiversity, travel and learning establishes a baseline and informs an action plan with targets.

AdvancedThe review is repeated at least annually, targets are ambitious and evidence-based, and the plan is adjusted using monitoring data.

EliteThe plan has delivered sustained progress over two review cycles, and the school supports other schools to conduct reviews and plan action.

Evidence: Environmental review with baseline data · Costed action plan with targets · Annual review of plan progress

SGS.1.3

Participatory eco-committee and climate justiceA representative eco-committee including learners, staff and families shapes priorities, with fairness and climate justice considered in decisions.

EstablishedAn eco-committee with learner majority meets regularly, its decisions are recorded and acted on, and the impact of actions on different groups is considered.

AdvancedLearners from all groups and phases lead parts of the action plan, and the committee's influence on school decisions is clearly evidenced.

EliteLearner-led environmental governance has been sustained over two review cycles, and committee members mentor eco-committees in other schools.

Evidence: Eco-committee membership and minutes · Examples of decisions changed by the committee · Shared eco-code or school commitment

Teaching & Learning

SGS.2.1

Climate and sustainability curriculumClimate change, biodiversity and sustainable development are taught across subjects and phases with clear, progressive and assessed learning outcomes.

EstablishedA curriculum map shows planned, age-appropriate coverage of climate science, biodiversity, resource use and sustainable lifestyles, with outcomes assessed.

AdvancedSustainability is integrated across sciences, humanities, arts and other subjects, with progression monitored and learner outcomes improving.

EliteSustained, evidenced learning gains over two review cycles, and the school co-designs or shares sustainability curriculum with other schools.

Evidence: Curriculum map of sustainability outcomes · Assessed learner work · Lesson observations across subjects

SGS.2.2

Action-oriented and outdoor learningLearners engage in hands-on, inquiry-based and outdoor learning that connects knowledge to real environmental challenges.

EstablishedAll learners regularly take part in practical learning such as fieldwork, gardening, citizen science or auditing the school's own resource use.

AdvancedLearners design and evaluate projects addressing real environmental problems in school or locally, using data to judge their impact.

EliteLearner projects show sustained environmental benefit over two review cycles and are shared with or replicated by other schools.

Evidence: Fieldwork and outdoor learning records · Learner project reports with data · Use of the school site as a learning resource

SGS.2.3

Critical thinking and climate wellbeingTeaching develops critical, systems and ethical thinking about sustainability, addresses climate justice, and supports learners' hope and agency.

EstablishedLessons examine evidence, trade-offs and differing perspectives, avoid misinformation, and teachers respond sensitively to climate anxiety with constructive action.

AdvancedLearners routinely analyse systems, evaluate claims and consider justice impacts, and surveys show growing confidence and agency.

EliteSustained growth in learners' critical thinking and agency over two review cycles, with the school sharing its approaches with others.

Evidence: Units addressing climate justice and trade-offs · Learner surveys on agency and confidence · Samples of learner argument and analysis

People & Capacity

SGS.3.1

Staff sustainability capabilityTeaching and operational staff have the knowledge and skills to teach sustainability and to run the school sustainably.

EstablishedAll staff receive induction and training on the school's sustainability goals, and teachers receive subject-relevant climate education training.

AdvancedTraining is targeted using observation and operational data, and staff collaborate across teaching and facilities roles on sustainability improvements.

EliteStaff capability has been sustained over two review cycles, and staff lead sustainability professional learning for other schools.

Evidence: Sustainability training records · Facilities staff procedures and training · Cross-role improvement projects

SGS.3.2

Community engagement and environmental actionThe school works with families, local organisations and authorities on environmental action that benefits the wider community.

EstablishedThe school informs and involves families and the local community in its sustainability goals and joins at least one community environmental initiative each year.

AdvancedCommunity partners co-plan regular environmental projects, and their benefits to local environment and community are measured.

EliteCommunity action has sustained measurable local benefit over two review cycles, and the school convenes or leads local sustainability networks.

Evidence: Family and community communication on sustainability · Community project plans and outcomes · Partner feedback

SGS.3.3

Learner environmental leadershipLearners take responsible roles in planning, running and communicating the school's sustainability work.

EstablishedLearners hold defined environmental roles, such as monitors or campaign leads, with training and adult support appropriate to their age.

AdvancedLearners across all groups lead campaigns and monitoring, and communicate results to the school and community.

EliteLearner leadership has been sustained over two review cycles, and learners support peers in other schools to start environmental action.

Evidence: Learner role descriptions and rotas · Learner-led campaign materials · Records of learner presentations to the community

Environment & Resources

SGS.4.1

Energy and carbon managementThe school measures and reduces its energy use and carbon emissions, using whatever methods best suit its context.

EstablishedEnergy use and main emission sources are metered or estimated, a baseline is set, and practical reduction measures are in place.

AdvancedData show sustained year-on-year reductions in energy and carbon per learner or floor area, with measures evaluated for effectiveness.

EliteSignificant reductions have been sustained over two review cycles, and the school shares its methods and data with other schools.

Evidence: Energy and carbon baseline and records · Reduction measures and their evaluation · Year-on-year trend data

SGS.4.2

Water, waste and circular resource useThe school measures and reduces water use and waste, and moves towards reuse, repair and recycling.

EstablishedWater use and waste volumes are measured, a baseline is set, and waste is reduced at source and separated for reuse or recycling.

AdvancedMeasured reductions in water use and waste to landfill are achieved, and circular practices such as reuse and repair are routine.

EliteReductions have been sustained over two review cycles, and the school helps other schools or local partners adopt circular practices.

Evidence: Water and waste baseline and trend data · Waste separation and reuse arrangements · Waste audit reports

SGS.4.3

Healthy, biodiverse and responsibly supplied campusGrounds, buildings, food and procurement are managed to support biodiversity, healthy environments and responsible sourcing.

EstablishedThe school protects green space, considers environmental criteria in purchasing and catering, and encourages sustainable travel to school.

AdvancedBiodiversity, sustainable food, procurement and travel are planned with targets, monitored, and show measurable improvement.

EliteImprovements have been sustained over two review cycles, and the school shares its site and procurement practices with others.

Evidence: Grounds and biodiversity plan · Procurement and catering criteria · Travel survey data

Impact & Improvement

SGS.5.1

Monitoring environmental performanceThe school monitors progress on energy, water, waste, carbon and biodiversity targets and acts on the results.

EstablishedKey environmental indicators are monitored at least annually against the baseline, and results lead to documented actions.

AdvancedMonitoring is frequent, involves learners, and shows measured improvement across most indicators, with methods checked for accuracy.

EliteMeasured improvement has been sustained over two review cycles, and monitoring methods are shared or co-developed with other schools.

Evidence: Environmental indicator dashboard or log · Learner-collected monitoring data · Actions taken in response to results

SGS.5.2

Evaluating sustainability learningThe school evaluates learners' sustainability knowledge, skills, values and action, and uses findings to improve teaching.

EstablishedDefined sustainability learning outcomes are evaluated at least annually through assessment, portfolios or learner surveys.

AdvancedEvaluation draws on multiple sources, shows improving outcomes across learner groups, and leads to changes in curriculum and teaching.

EliteLearning gains have been sustained over two review cycles, and the school shares its evaluation tools and findings with others.

Evidence: Sustainability learning outcomes and assessment · Learner surveys or portfolios · Curriculum changes based on findings

SGS.5.3

Transparent reporting and reviewThe school reports its sustainability progress openly to its community and reviews its whole-school approach regularly.

EstablishedAn annual sustainability report covers governance, learning, operations and community action, and is shared with the school community.

AdvancedReporting is honest about shortfalls, invites stakeholder feedback, and the whole-school approach is updated in response.

EliteTransparent reporting has been sustained over two review cycles, and the school publishes practice that helps other schools improve.

Evidence: Annual sustainability report · Stakeholder feedback and responses · Updated action plan

Scope

What SGS covers

Each topic is assessed in exactly one USAAC framework, so schools are never reviewed twice for the same practice.

Climate and sustainability educationEducation for Sustainable Development (ESD)Green school governance and action planningEnergy, water, waste and carbon reductionBiodiversity and outdoor learning spacesSustainable procurement and foodEnvironmental community action

Assessed elsewhere

Global citizenship education and intercultural learningLGC
Service-learning and student leadership in generalLCD
Health and safety of premisesCORE
Green careers guidance and entrepreneurshipIEC

Key benefits

Why SGS?

Demonstrates alignment with the UNESCO Green School Quality Standard.
Shows measured reductions in energy, water, waste and carbon.
Equips learners with climate knowledge, skills and agency.
Strengthens environmental partnerships with families and the local community.

Aligned with

Validity: Valid 3 years, with a short annual update.

Part of the Global Citizen School pathway.

Self-assessment

Which level is your school ready for?

Rate your school on each SGS standard using the published descriptors. The suggested level follows the same rules reviewers use.

SGS.1.1
Green school governance
School governance sets a whole-institution sustainability commitment, with clear accountability, resources and regular reporting to the school community.
SGS.1.2
Environmental review and action plan
Sustainability priorities are set from a regular environmental review and delivered through a costed, time-bound action plan with measurable targets.
SGS.1.3
Participatory eco-committee and climate justice
A representative eco-committee including learners, staff and families shapes priorities, with fairness and climate justice considered in decisions.

More in Global Citizenship & Sustainability

LGC

Languages & Global Citizenship

Recognises schools where learners build real proficiency in additional languages, plurilingual and intercultural competence, and the knowledge, values and agency of global citizens, in line with UN SDG target 4.7.

View framework

All accreditations

USAAC Core and eight specialist endorsements.

Browse

Ready to pursue SGS?

Tell us about your institution and the recognition you are working toward. Submissions are reviewed within 2–3 business days.

Start an inquiry See the process