ABSTRACT Ecological footprint assessment (EFA) is a valuable tool for decision makers to evaluate sustainable development at multiple scales. Microlevel assessments in educational institutions are limited, and this study addresses this gap by quantifying resource consumption in selected Government Senior Secondary Schools of Sirmaur District, Himachal Pradesh. The study aimed to assess the impact of students and staff on school biocapacity by evaluating five components of the ecological footprint (EF): electricity, water, material, solid waste, and transportation, using a formula‐based approach. Component‐wise contributions to total EF were 0.92 gha for electricity, 0.76 gha for water, 79.39 gha for material, 0.03 gha for solid waste, and 191.90 gha for transportation. All schools exhibited EFs exceeding their biocapacity, with average EF values surpassing international standards, indicating unsustainable resource consumption. Strategies to reduce EF were suggested based on the component‐wise analysis, including energy‐efficient appliances, renewable energy adoption, water conservation, digital learning tools, waste recycling, and promotion of sustainable transportation. Such studies can inform policies that incentivize schools to adopt sustainable practices, thereby contributing to environmental sustainability at both local and broader scales while fostering responsible behaviors among students and staff. Implementing these measures can enhance long‐term sustainability at the institutional level and contribute to environmental sustainability at both neighborhood and city scales.
Sharma et al. (2026) studied this question.