We asked Rachel a few questions about her journey, her approach to system-level change, and what inspires her to keep pushing this work forward.

What inspired you to work in sustainability within the education system?

During university, I completed a co-op placement at one of Toronto District School Board Outdoor Education Field Centres. One evening, while leading a night hike with a group of Grade 7’s, I had a student tell me they had never seen stars before. This moment showed me just how disconnected many young people are from the natural world. From then on, I knew I wanted to dedicate my career (and life) to reconnecting people with nature. 

This spark led me to my current role as Environmental Leadership & Sustainability Manager with the Halton District School Board, where I support system-wide efforts to embed sustainability into teaching, learning and school culture. Education is where lasting change begins. I believe when students learn to care for the environment and are given meaningful opportunities to take action, they become sustainable students who will grow into informed, engaged, and responsible citizens.

What does successful sustainability look like to you at the school board level?

Much of the sustainability success I’ve seen at the Halton District School Board (HDSB) can be attributed to Environmental and Global Citizenship being a key commitment in HDSB’s 2024-2028 Multi-Year Strategic Plan. The environment is recognized as a system priority and is therefore supported and integrated into the work of all staff members. This involves shifting from isolated environmental initiatives led by a few passionate individuals toward building a whole-school culture of sustainability that ensures all staff, students and community members are engaged and connected in this work. 

To me, successful sustainability looks like students feeling empowered to lead real-world climate initiatives, educators confidently integrating sustainability across all subjects, school operations focused on reducing our infrastructure carbon footprint, and strong partnerships with Indigenous leaders and community organizations. It won’t happen overnight, but we are headed in the right direction.

How do you support schools that are just starting their EcoSchools journey?

I am excited to share that HDSB is aiming for 100% EcoSchool Participation this year! With many schools just beginning their EcoSchools journey, my approach is to meet them where they are and focus on small, achievable actions that they are already doing! 

As we build a culture of sustainability, it is important that EcoSchools doesn’t fall onto one staff member alone. I share examples and models of how other schools have successfully distributed the work among staff and meaningfully involved students in the certification process. 

I also emphasize and remind educators of the “why” behind EcoSchools. It’s not just about checking a box or earning a sticker. EcoSchools allows us to track, measure, report, and celebrate our collective impact in reducing carbon emissions and advancing the United Nations Sustainable Development Goals.

What advice would you give to educators or board staff who want to take action but feel limited by time or resources?

Environmental work shouldn’t be seen as something extra to add on. Sustainability can be woven into what educators and board staff are already doing in the classroom and school community. My advice would be to reflect on existing lessons and review them with a sustainability lens. Which United Nations Sustainable Development Goals can be connected to what you are doing? 

Sustainability is about more than environmental protection. It is deeply connected to social justice, mental health and well-being, economic security, and community partnerships. It can be connected and integrated into everything you do. Follow your passions and what your students are interested in. If you are still unsure or stuck, my advice is to take your class outside. You never know what wonders and inquiries will be sparked and evolve into meaningful action over time.

What gives you hope when you think about the future of environmental education?

The students give me hope. An answer I’m sure most of us can connect to. While actions like turning off the lights and using reusable water bottles are important, we need to think bigger! Students are leading the way with innovative and creative solutions such as Evan Budz, Grade 10 student, who developed an autonomous bionic sea turtle robot to conduct ecological monitoring using AI.

The future of environmental education involves innovative programs like I-STEM that focus on developing students’ critical thinking, creativity, problem solving, adaptability and engineering skills to better prepare them for the rapidly changing world. Grade 12 I-STEM student, Keerthana Srinivasan’s pitch on Quantum monte-carlo to find faults for photovoltaic farms was awarded first place in the Samsung Solve for Tomorrow competition receiving $50,000. Students from Kindergarten to Grade 12 are taking action. “The one thing we need more than hope is action. Once we start to act, hope is everywhere.” – Greta Thunberg.

Do you have an inspiring story that you’d like to share?

One of the most inspiring examples of environmental leadership I’ve witnessed is from HDSB educator Heather Howell, who has spent years embedding sustainability into her classroom, leading EcoClubs, championing EcoSchools, and inspiring students, such as myself, to care for the natural world. She was my Grade 10 geography teacher and one of the first people to encourage my interest in the environment. Her passion helped shape my path, and I continue to see the ripple effect of her leadership in the many students she inspires each year. 

Heather’s commitment to EcoSchools is reflected in her school’s EcoRams club earning Platinum Certification last year, with a whopping 146.5 points, well beyond the required threshold. The student presidents of the EcoRams Club will be sharing their experiences with hundreds of Gr. 5-8 students at our upcoming Climate Innovators Youth Forum. Just another example of how her impact continues to multiply through the voices and actions of young leaders.

I’m very proud to share that Heather was recently awarded with the 2025 Governor General’s History Award for her work growing a heritage garden with students in the Community Pathways Program at the neighbouring Ireland House Museum. Students have the opportunity to learn about history in an experiential way while giving back to the community by donating harvested food to the Burlington Food Bank. Heather is an inspiring example of how one person can have a lasting impact, and I hope we can all be a little more like her.