Since 2014, a wave of school sustainability studies (SSSs) has taken place in New Brunswick, resulting in the closure of a number of schools. Those involved have raised a number of concerns about how well the Policy 409 process governing these studies is working. With a focus on the Anglophone School Districts, the present study has sought to map out in some detail how the process laid out in the policy is implemented in practice to determine a school’s sustainability. The aim has been to shed light on specific areas of contention and concern with a view to identifying specific areas where change is needed. Producing this map of the process relied on the analysis of in depth interviews with fifteen individuals who had first-hand experience with the sustainability study process (as parents and community members, individuals with District Education Council (DEC) experience, and school staff), as well as an examination of relevant documents (e.g., Policy 409 itself, DEC meeting minutes, documents generated through particular sustainability studies, etc.).
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