Driving Change through Data, Relationships & Student-Activation
"Get the students to collect the data and present. Get the stakeholders to vote and be on your side. Get the board to make the decisions about what’s possible. Then, you can put together a plan."
- Frank Barros, Sustainability Director at the Nightingale-Bamford School, NYC.
With nearly two decades of experience in school sustainability, Frank Barros has worked to make schools more efficient and environmentally responsible through data-driven decision-making and student engagement. Having served as the Director of Campus Sustainability at Berkshire School (MA) for 9 years, The King School (CT) for 3 years, and now at the Nightingale-Bamford School (NY), Frank has learned what works—and what doesn’t—when it comes to driving change. Here, he shares the practical insights and lessons with the Green Schools Alliance.
Background
Frank’s initial approach to sustainability efforts at Berkshire School was straightforward: just get it done. While this method worked for him as a seasoned faculty member, it wasn’t without its drawbacks. “There was a lot of friction,” Frank recalls. “Some people hate friction, so they back away, while others keep pushing forward. If you're data-driven, it can work because it's hard to argue with solid data. But the problem is, if you're just presenting data and stepping on people's turf, no matter how good the data is, they might shut down. Behind the scenes, you could end up burning some bridges. If you make people uncomfortable, it’s going to limit how far you can go in the long term, regardless of the data.” Recognizing the limitations of this approach, Frank shifted his strategy, advocating for a more inclusive and student-centered model that has since become a hallmark of his work.
The Power of Student Involvement
The other route, which takes longer and requires more patience but builds stronger foundations, is to get students involved. “In education, starting with the students always seems to work the best.” By involving students in data collection and project work, especially within elective classes, sustainability initiatives gain a foothold that’s hard to argue against. “No matter how bad the data might be, if it’s in a class and students present it, it has a certain weight,” he adds. “Upfront, before even doing the project, is a good time to talk to administrative figures to ask permission [for student-driven data-collection]. They will say yes because the students are involved, and there’s no loss to it—but you must make it clear [the outcome] is not something they’ll be held to. You don’t want it to come across as threatening.”
When students give their presentations, it reveals just how broad and unifying the concept of sustainability can be. “[Decision-makers] need to understand how sustainability is an umbrella term that covers economics, social, and environmental aspects. Don’t always just communicate through an environmental lens.”
However, this student-driven approach requires careful planning and an understanding of the school’s mission and values. Frank emphasizes the importance of aligning sustainability efforts with the broader goals of the institution. “You have to talk on the administration's terms; you can only get an administrator on your side if it connects to their mission, otherwise [sustainability is] just another thing.”
Building a Broad-Based Support System
In addition to student involvement, Frank stresses the need for identifying allies among stakeholders. From faculty and operations to the Parents Association, getting buy-in from various groups is crucial. Frank developed a unique method to gauge the priorities of these stakeholders by using a makeshift ballot box. “They get 10 paper clips each, and they put it where they think is most important. By the end of the month, I’ll have percentages of which category each stakeholder group thought was most important.”
This method not only highlights the areas of greatest concern but also fosters a sense of ownership among stakeholders, making the sustainability efforts more likely to succeed. “It's probably a good idea at this step to also identify who your allies are,” Frank advises. “Your stakeholders must be part of the conversation.”
The Role of a Sustainability Coordinator
For Frank, the role of a Sustainability Coordinator extends beyond managing environmental initiatives. It’s about strategic management and ensuring that sustainability is integrated across all aspects of school life. “If you’re a sustainability director or coordinator, you’re probably already running a bunch of environmental efforts. But that’s too narrow an idea for what sustainability really is—because it’s ignoring the social and economic sides,” he explains. “Being the sustainability director is almost the job of a strategic manager.”
However, Frank also recognizes the challenges of trying to ‘umbrella’ sustainability across the entire school. “You can't really umbrella it in your school on your own accord, because then people who do Diversity, Equity & Inclusion, or Health & Wellness are going to feel like you're stepping on their jobs,” he warns. This is where the concept of appreciative inquiry becomes crucial. “It’s extremely important to focus on the good of everybody's work, 'cause everybody has done something,” he says, highlighting that collaboration and recognition are key to integrating sustainability without overstepping boundaries.
“I’m very careful not to tread on toes—I tell them what I know if they ask, but won’t go out of my way to tell them how to do things For example, I may have a better way to do the composting or recycling, but I’m intentionally not telling the person in charge of it because I want the data to do the talking.”
Celebrating Success and Moving Forward
At the end of each year, Frank ensures that progress is measured and celebrated. “Get the students to collect the data and present. Get the stakeholders to vote and be on your side. Get the board to make the decisions about what’s possible. Then, you can put together a plan and, at the end of each year, hold them accountable by having them re-evaluate themselves. This way, you can celebrate what people do, and then at the end of 2-3 years, it'll be clear which areas have made progress and which haven't and need more action/ attention.”
Frank’s approach culminates in a process that involves students collecting data, stakeholders voting on priorities, and the administration making informed decisions. “By now, all your stakeholders have heard about the plan, the students know about the plan, everybody knows. Now it’s on the administration to decide on their strategic plan for sustainability.”
Frank’s journey in sustainability is a testament to the power of patience, strategic thinking, and the importance of relationships with stakeholders. His careful and measured approach has allowed him to navigate the complexities of school sustainability and make a lasting impact. “I’m very careful not to tread on toes—I tell them what I know if they ask, but won’t go out of my way to tell them how to do things. E.g., I may have a better way to do the composting or recycling, but I’m intentionally not telling the person in charge of it because I want the data to do the talking.”
Key Takeaways:
Inclusive Approach & Broad Stakeholder Engagement: Involve others early to avoid friction. Build collaboration and shared ownership.
Student Involvement: Engage students in school sustainability data collection, analysis & presenting projects to add credibility and impact.
Mission Alignment: Align sustainability with the school’s mission and values
Appreciative Inquiry: Celebrate what’s already being done. Work on building relationships and celebrating what’s already being done.
Let the Data Do the Talking: Rather than criticizing existing practices, let the data do the talking - and let students do the presenting!
