Purves, Ross; Arnott, Emma; (2025) Environmental sustainability practices in music hubs and services: final report. Music Mark: Connecting, Supporting, Influencing: London, UK.

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Abstract

In response to the climate crisis and a growing need for sustainable practices in music education, Music Mark commissioned a research project to assess environmental sustainability within UK music services, education hubs and partner organisations. Conducted by UCL’s Department of Culture, Communication and Media, the study aimed to map current practices, identify barriers, and highlight good practices across the sector.The research was conducted in five phases: desk-based research, an initial scoping survey, in-depth interviews, a UK-wide online questionnaire, and the gathering of good practice case studies. These methods gathered both qualitative and quantitative data from over 150 professionals. Thematic and statistical analyses were used to identify trends, challenges, and opportunities. Ethical approval was secured for all phases, and data was handled in accordance with GDPR and institutional policies. Findings and Implications: While 38% of questionnaire respondents reported having an environmental sustainability policy in place, others were either developing one or unaware of their organisation’s position. Policies often focused on travel, energy use, and procurement, but teaching and learning were less frequently included. There was a clear appetite for more practical guidance in this area, particularly around instrument depreciation, repair, and disposal. Some policies were seen as possibly tokenistic, but there was also evidence of excellent practice in policy development too. Creative, environmentally-themed teaching and learning activities were the most common form of sustainability engagement in evidence. These included concerts, composition projects and the use of recycled instruments. Youth engagement was seen as vital, and many projects successfully integrated environmental themes with musical learning. Barriers included time, funding, staff capacity, and uncertainty about how to deliver meaningful content. There was strong demand for continuing professional development (CPD), shared resources, and case studies. Travel by peripatetic teaching staff emerged as a major sustainability challenge. While many services had taken steps to improve efficiency—such as revising timetables and using online meetings—rurality, poor public transport, and the need to carry instruments and equipment were perceived to inhibit further progress. Financial constraints and freelance work practices were also identified as hindering change. Some services had adopted innovative solutions, such as digital delivery models and zero-emission transport partnerships, but these remained exceptions. Many services and hubs have made progress in reducing paper use, recycling, and maintaining instruments. However, challenges remain in areas such as energy efficiency, procurement and building improvements, especially where organisations lack control over premises. Funding limitations were a recurring theme, and participants called for clearer guidance on sustainable procurement and disposal. Good practices included instrument amnesties, repair training, and partnerships with recycling initiatives. Collaboration was a hallmark of successful environmental sustainability initiatives. Some services and hubs are partnering with schools, local authorities, environmental groups, and commercial organisations to deliver impactful projects. However, many initiatives we identified were driven by passionate individuals, raising concerns about scalability and succession. Youth involvement was widely valued, with examples of young people shaping policy and leading creative projects. Nonetheless, some participants cautioned against overburdening young people or treating their involvement as a tick-box exercise. In conclusion, the research found a sector that is increasingly engaged and motivated regarding matters of environmental sustainability but also constrained by structural, financial, and logistical barriers. While many services and hubs are already taking meaningful action, there is a need for more consistent support, clearer policy alignment, and practical tools. Music education has a unique role to play in fostering environmental awareness and action, but this potential will only be realised through coordinated effort and investment. Recommendations: Sector organisations play a pivotal role in embedding sustainability across the music education landscape. They have potential lead by example, championing sustainability as a core organisational priority. By developing practical resources such as toolkits, training programmes, and policy templates, they empower others to take action. These organisations are also well-placed to co-ordinate national campaigns and awareness days, fostering a shared sense of purpose. Facilitating peer learning and collecting data across the sector will likely result a stronger evidence base. Advocating for targeted funding and inclusive practices will help ensure that sustainability efforts are equitable and far-reaching. Music services and hubs can make a tangible impact by integrating sustainability into their day-to-day operations and educational practices. Prioritising the repair and reuse of instruments not only reduces waste but can also teach pupils valuable lessons in resourcefulness. Environmental themes can be embedded into both teaching and performance, enriching the curriculum and inspiring students. The critical exploration of sustainable travel options and digital delivery methods may also help reduce carbon footprints while maintaining, or perhaps even enhancing, accessibility. Crucially, involving young people in decision-making processes ensures that their voices shape a more sustainable future. Building partnerships with local environmental and cultural organisations can further amplify these efforts. Individual music educators and practitioners can contribute meaningfully to sustainability through small, manageable changes in their practice. Simple actions include maintaining and repairing instruments extend their lifespan and reduce waste. Thoughtful use of digital tools might enhance learning while minimising environmental impact. Educators can also weave environmental themes into their lessons, sparking curiosity and awareness among students. Sharing ideas with peers and supporting youth voice in sustainability conversations helps build a collaborative and forward-thinking community.

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