How green are our schools? I built an accessible, India-specific carbon footprint calculator for schools — measuring what symbolic gestures can't.
Growing up in India, I’ve seen the effects of climate change around me. Hotter summers, irregular monsoons, and worsening air quality are part of everyday life. It is not just something in the news, it is something we live with. In my own family, this feels even more real because my brother is asthmatic, and on bad air days even simple things like going outside become difficult. That is what made me start thinking more seriously about pollution and climate impact, not just as a topic we study but as something we can actively understand and track.
Existing calculators are too technical, too expensive, or built for other countries entirely. So I built one myself; India-specific, student-friendly, and free to use.
Climate learning must be experiential. We understand better when they measure real data instead of only reading theory.
We oftentimes rely on symbolic practices, like planting trees, without measuring whether they actually reduce emissions This tool changes that with real numbers.
Total annual greenhouse gas emissions across all three scopes.
Far lower than German schools (335–944) or US schools (~1,180).
Direct, purchased energy, and all other indirect emissions — fully covered.
All emissions annualised across a full academic year for accurate results.
The GHG Protocol divides emissions into three scopes. Here's how the school's footprint breaks down.
India-specific emission factors from the CEA and India GHG Program, with IPCC 2006 defaults where local data was unavailable.
Set the school's operational boundary and classified all activities under Scope 1, 2, and 3 per the GHG Protocol.
Fuel and electricity bills, school records, and structured surveys on commuting, uniforms, and books gathered from school authorities and vendors.
India-specific factors from CEA and India GHG Program applied. IPCC 2006 defaults used where local data was unavailable.
One class per school level surveyed, then extrapolated to the full student population for accuracy without burdening every class.
Activity data converted to CO₂e and scaled across 240 school days, with per-capita and scope-wise breakdowns produced.
A pilot test improved survey clarity. Results cross-checked against international reference studies for consistency.
Per capita emissions at this school are far lower than Western counterparts — reflecting differences in climate, infrastructure, and school services.
| School / Region | Per Capita (kg CO₂e) | Scale |
|---|---|---|
| Tomoae School, India (this study) | 141 | 141 |
| Spanish Design College | 170 | 170 |
| German Secondary Schools (low) | 335 | 335 |
| German Secondary Schools (high) | 944 | 944 |
| US School (Montgomery County, MD) | ~1,180 | ~1,180 |
Identifies major emission sources and enables annual tracking — moving beyond symbolic green practices to evidence-based action.
Turns climate theory into real experience. Students measure actual data from their own school, building genuine environmental literacy.
Creates a baseline dataset to compare schools across sizes, locations, and management types — useful for research and policy.
A free, open-access tool built for Indian and SAARC schools. No expensive software required. Designed to spread.
If you're a school, teacher, student, or researcher who wants to use or adapt this tool, I'd love to connect.
School Tomoae Primary English School, Amravati Award 🏅 Crest Gold 2025 Website sarai.quest