Does sludge slow down the solar schools scheme? An assessment of administrative burdens preventing climate action in Ireland

Abstract

The installation of solar photovoltaic panels on school roofs facilitates a clean energy transition and provides opportunities for educating the younger generation about the importance of renewable energy. Grants are available in many countries to facilitate such installations. However, the administrative hassle associated with these grants can be a barrier to uptake as school principals tend to be very busy with everyday tasks. Building on research on administrative burden and sludge, we analyse the administrative procedures of the Solar for Schools programme that launched in 2023 in the Republic of Ireland. To do so we integrate insights from behavioural science about the disproportionate effect of small frictions into the energy transition and conduct one of the first “sludge audits” to inform environmental policy. We show that several procedures in the scheme are well-administered and operate smoothly, such as learning about the programme and obtaining financial approval. However, there is room for improvement. Key frictions include frustrations arising from stringent requirements and the burden of document preparation, which only an analysis through the lens of behavioural science can identify. We provide recommendations for energy policy, emphasizing how copying successful elements, centralising administrative responsibilities, simplifying application requirements, and removing inefficient restrictions may enhance policy uptake and success.