VIEW FROM THE CLASSROOM
skills through these projects. They have learned how to present ideas, work collaboratively, evaluate different options and respond to constructive challenge.
One of the most rewarding aspects has been seeing students grow in confidence. Many of the students who took part in the Active Travel Ambassadors programme are now contributing more confidently in leadership activities and wider school discussions.
Giving students responsibility and trust has encouraged them to step outside their comfort zones and realise what they are capable of achieving.
Many schools want to strengthen student voice but aren’t sure where to start. What have you learned about creating meaningful opportunities for students to lead?
The biggest lesson for us has been the importance of stepping back.
also encouraged them to think more critically and creatively about sustainability issues.
Can you share an example of a successful student-led campaign?
One of our most successful initiatives focused on encouraging more students to walk to school.
The Active Travel Ambassadors developed the idea themselves. They mapped common walking routes around Hadleigh and created a trail using painted rocks featuring eye-catching designs and the Active Travel Ambassadors logo. Students who found the rocks could exchange them for prizes, many of which were environmentally themed, including reusable water bottles and sustainably made bracelets. The campaign generated a real buzz across the school community. We even saw some families choosing to park further away from school so that students could walk part of their journey and take part in the challenge. It was a fantastic example of how a simple student-led idea can encourage positive behaviour change.
The Active Travel Ambassadors secured funding through Campaign Junction. Can you tell us more about that experience? Campaign Junction was a brilliant experience for our students. They were tasked with pitching their ideas at Suffolk County Council’s chambers in front of a panel of judges and representatives from other schools. The students prepared the presentation themselves, developed the PowerPoint, delivered the pitch and answered questions from the panel. It was a challenging experience, particularly as public speaking can be quite daunting, but they rose to the occasion incredibly well.
Their hard work paid off when they secured £400 in funding for their project, double the amount originally available. Seeing their ideas taken seriously and rewarded in that way was hugely empowering for them.
June 2026
Have you seen any changes in students’ attitudes towards sustainability as a result of these initiatives?
Absolutely. Many of the students involved were already environmentally conscious, but the programme has helped them develop a much deeper understanding of sustainability and its practical implications.
What has been particularly encouraging is seeing students apply that thinking in wider discussions. During recent leadership training sessions, students were challenging each other’s ideas by asking questions about environmental impact and sustainability considerations.
That shows they are beginning to think critically about these issues and consider how environmental responsibility can influence decision-making in different areas of life.
You recently introduced Eco Prefects. What role do they play in supporting the school’s sustainability ambitions? The introduction of Eco Prefects has been an important step in strengthening student leadership within sustainability.
The Eco Prefects work closely with our Eco Committee and help ensure that student voices remain central to our environmental initiatives. They play an active role in identifying priorities, discussing ideas and helping to drive projects forward. Looking ahead, we would like these students to take even greater ownership of the school’s sustainability work. We want them to develop the skills and confidence to lead meetings, set agendas, coordinate activities and present ideas to senior leaders. Ultimately, our aim is for sustainability initiatives to be driven by students, with staff providing support where needed.
What impact has this approach had on students beyond environmental awareness?
The benefits extend far beyond sustainability. Students have developed valuable communication, teamwork and leadership
It can be tempting for staff to take the lead because it often feels quicker or easier, but some of the most successful projects have happened when students have been given the freedom to shape ideas themselves. Providing structure and support is important, but students need opportunities to make decisions, solve problems and experience the outcomes of those decisions.
When students can see that their ideas lead to genuine change, their engagement increases significantly.
Have there been any challenges in delivering student-led sustainability projects?
Like many schools, capacity can sometimes be a challenge. Students often have fantastic ideas and their enthusiasm can quickly lead to ambitious projects.
Balancing those ambitions alongside the demands of a full school timetable can sometimes be difficult. However, it has reinforced the importance of developing student leadership even further. By equipping students with the skills to organise projects more independently, we can increase the number of opportunities available to them while ensuring initiatives remain sustainable in the long term.
What are your hopes for the future of sustainability and student leadership at Hadleigh High School?
We want sustainability to remain firmly embedded in school life and for students to continue playing a leading role in shaping that work.
We will continue participating in programmes such as Active Travel Ambassadors, while also developing the role of our Eco Prefects and Eco Committee. Our aim is to create even more opportunities for students to influence decision-making, lead projects and contribute to positive change. Ultimately, we want every student to leave Hadleigh High School knowing that their voice matters and feeling confident that they can make a difference in their community. If we can achieve that, we will have created something truly meaningful.
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