Promoting Environmental Awareness Through Secondary Schools in Uganda

Environmental education can support sustainable behavior, yet limited evidence explains how Ugandan secondary schools engage communities in environmental action. This qualitative multi-site case study examined eight secondary schools in Uganda and involved 196 participants, including eight headteachers, 64 teachers, 60 students, and 64 community members, using interviews, focus groups, observations, and document analysis. Three engagement models emerged: outreach-based, collaborative, and curriculum-integrated. Participants associated school initiatives with student leadership, community participation, and environmentally responsible practices, though resource, capacity, and partnership constraints affected continuity. The findings highlight schools’ potential as locally embedded platforms for environmental learning and community engagement.