In the light of the environmental problems facing humankind, some policy makers bequeath schools
with responsibility for empowering students to lead environmental initiatives in their schools and communities.
However, in many instances, adults monopolise decision-making around the design of these
environmental education programs (EEPs). Furthermore, there is a paucity of research on the potency
of school-based EEPs in enabling students to lead projects that influence others, including adults, to
live in a more environmentally responsible manner.