School Environmental Education Programme Impacts Upon Student and Family Learning: A Case Study Analysis By Roy Ballantyne, John Fien and Jan Packer Abstract: This article uses a case study approach to explore the impact of two school environmental education programmes, from the perspective of participating students, their teachers and their parents. A total of 152 students (79 from primary schools and 73 from a secondary school), 3 teachers and 62 parents contributed their perceptions regarding the impact of the programmes. Each programme is described in detail and students’ responses compared across the two programmes and across different class groups participating in each programme. It is concluded that both programmes were successful in engaging students in thinking and learning about environmental issues, although some programme features were more likely than others to lead to impacts beyond the bounds of the classroom. Recommendations are made regarding those features that need to be included in school environmental education programmes in order to maximise student and family learning outcomes. As awareness of the enormity of global environmental problems has increased in recent decades, school environmental education programmes have become increasingly widespread. Numerous studies indicate that teachers and students in many parts of the world are addressing outcomes relevant to environmental education and that students in many schools are actively involved in local environmental projects (Scoullos, 1999). Experiences such as planting trees, cleaning creeks, collecting information and taking positive action in the local environment are often incorporated into these programmes and students report having learned new information, skills, attitudes and approaches to environmental problems (Ballantyne et al., in press). It has also been suggested that school environmental education programmes can potentially reach a wider audience than the student population through the process of intergenerational influence (Ballantyne et al., 1998a). Some environmental education activities and approaches, for example, encourage students to discuss environmental issues and actions with their parents and other adults in the community (Ballantyne et al., in press). However, the extent to which involvement in such projects leads to students, their parents and other adults in the community developing an increased appreciation of the relationships between people and environments and