Teachers may learn about ESD and related topics, and may be highly motivated during training activities, but upon returning to their classrooms they struggle to find the time or means to effectively implement what was learned. This is disheartening and inefficient. As attractive as training activities may be to donors as a means of targeting large numbers, and as a means of disseminating ESD knowledge and skills, the surrounding context of such training and the anticipated classroom implementation need to be given serious consideration. In the SEP approach, training is not conceived of as a one-off event expected to change teaching practices on its own, but rather as a component of a broader system of supports and incentives which exerts a positive force on teaching practices over time.