School Ties, Green Rise: How Network Centrality Predicts Implementation of Sustainability Education in Public Schools

• In Event: Learning and Questioning: How Social Actors Engage with Sustainability and Climate Change

Proposal

Sustainability is a critical global challenge with environmental, social, and economic dimensions that significantly impact health and livelihoods (United Nations General Assembly, 2015). Education plays a central role in promoting sustainability by fostering knowledge, values, and behaviors essential for sustainable development (UNESCO, 2020). In New York City, the integration of sustainability into public education has been spearheaded by Sustainability Coordinators (SCs), who manage initiatives ranging from recycling programs to student-led Green Teams. However, the effectiveness of these programs varies, often depending on the resources and support schools receive through their external partnerships with community-based organizations (CBOs).

This study examines the role of social capital and network centrality in shaping the implementation of sustainability education in NYC public schools. Specifically, it explores how schools’ positions within a broader network of schools and CBOs predict their success in implementing sustainability initiatives. Drawing on Social Network Analysis (SNA) and Social Capital Theory, we argue that schools more centrally located within these networks—those sharing multiple CBO partnerships with other schools—gain access to greater resources and knowledge, which enhances their ability to implement comprehensive sustainability programs.
Data for this study comes from the NYC Annual Sustainability Plan (2022) and the Annual Sustainability Survey (2023), covering 1,388 schools. Using SNA techniques, we transformed school-CBO partnerships into a network and measured the degree centrality of schools based on their shared CBOs. Our analysis shows that schools with higher network centrality are more likely to implement sustainability initiatives such as Green Teams and other environmentally focused activities.

The findings underscore the importance of fostering strong inter-organizational networks between schools and external partners. Schools embedded in more robust networks are better positioned to leverage external expertise and resources, improving their capacity to deliver sustainability education. These insights have significant implications for policymakers and educators looking to enhance the quality and reach of sustainability programs, particularly in ensuring equitable access to resources across schools.

By focusing on the network effect of school-CBO partnerships, this research contributes to a deeper understanding of how social capital and collaboration can drive meaningful environmental education in public schools.

Authors

• Noa Urbach, Columbia University Teachers College

• Oren Pizmony-Levy, Teachers College, Columbia University