Previous studies have suggested the importance of sustainability in all organizations; however, their application to schools as an organization is limited. This study aims to characterize sustainability in primary and secondary catholic schools. The theoretical framework is based on the theories of resources, capabilities and stakeholders because they relate most directly to organizational sustainability. The method consists of three interrelated parts. First, a bibliometric analysis with four clusters was obtained in the first model of understanding (1.0). The second stage consisted of a content analysis, which elicited meanings by screening 2,710 records and deepening 200 research studies with the model (2.0). Then, in the third stage, an exploratory analysis was carried out through interviews with a group of Latin American education experts who manage almost 300,000 students in Mexico, Colombia, Venezuela, Ecuador, Brazil, and Chile; the data were analyzed using the text mining technique with discourse analysis. The results validated five categories: Management, Campus Operation, Well-being, Education for Sustainable Development, and Associativity. This study concluded that associativity in these Catholic organizations is fundamental to guaranteeing their sustainability over time and that the wellbeing category implies social and political transformation processes. Therefore, it is proposed for future research to measure these categories and systematize them as a model of sustainability management in the school as a whole and as a strategy for managing sustainability processes in the whole school.