Schoolyard Habitats Spread "Green Is Good" Gospel
by Bronwyn Mitchell
This month's Guest Educator, Bronwyn Mitchell, is the director of education for Environmental Concern, Inc., which provides educational programming, including teacher trianing, curriculum development, youth initiatives and a national schoolyard wetland habitat program. MetroKids invites area educators to contribute Guest Educator articles that inform teachers and parents. Please send ideas to editor@metrokids.com.
It is estimated that between kindergarten and 6th grade, children spend 2,000 hours in a school yard. Turf, concrete and buildings today dominate many schoolyards. In the inner cities, schools can lack a green feature altogether. What does this minimized interaction with the natural world mean?
University of Illinois researchers found that the symptoms of children with Attention Deficit Disorder (ADD) are relieved after contact with nature. Results indicate that the ability to concentrate, complete tasks and follow directions improves dramatically after play in green areas. Green seemed to be the key. Compared to play in paved outdoor or indoor areas, play in natural green settings was more effective at reducing symptoms of ADD. Even views of green through a window reduced ADD.
In another study, the State Education and Environmental Roundtable reported that 100 percent of schools using environment-based learning experienced improved student behavior, attendance and attitudes relative to traditional schools. In addition, 77 percent of schools with environment-based curriculum had improved standardized test scores and 73 percent had improved grade point averages.
Schoolyard Transformations
While these studies confirm what we have known intuitively for so long — green is good — access remains a problem. Many people believe schoolyards can be a key factor in creating an active link between children and nature. Today, throughout the nation there is a revolution afoot. Schools are beginning to march to the drumbeat of dragonfly wings. The traditional schoolyard is being transformed and, in turn is transforming the lives of the students as well as the surrounding communities.
Children who participate in planting projects are eager to replicate the effort at home. One child, after learning about the importance of using native plants, identified some opportunities at her own home, and the family's garden boasted an all-native selection the following year.
Given that habitat loss is one of the greatest threats to wildlife today, schoolyards provide a wonderful opportunity to build a vibrant natural legacy for all residents of the community, human and non-human alike.
A habitat project on a schoolyard is no secret garden. In fact, it is more akin to a billboard. If we add in families of students and support staff as well as neighbors, a school of 1,000 students can actually touch five times as many people. Direct and indirect contact with habitat projects help to build a green culture throughout the community. Concepts and methods used on schoolyards are versatile and transportable.
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For More Info
The following organizations offer information about schoolyard habitats. • Environmental Concern Inc., www.wetland.org • National Gardening Association, www.kidsgardening.com • National Wildlife Federation, www.nwf.org • Fish and Wildlife Service Schoolyard Habitat Program, http://chesapeakebay.fws. |
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Schoolyard Habitat Steps
Habitat is the collective term for the food, water, shelter and nursery areas that all wildlife need to survive. Schoolyard habitat projects come in all different shapes, sizes and forms, including meadows, wetlands, forests, vegetable gardening, native-scaping, rain gardens, sense gardens, wildflowers and butterfly gardens, to name but a few.
The first and most important step in any habitat project is gaining approval from the principal, key teachers, the maintenance personnel and the PTA. Each stakeholder group will have valid concerns that must be addressed along the way. Some of the most common concerns include:
• Teachers see the project as another task added to an already full plate.
• Principals, trying to meet mandated standards, can interpret a habitat project as taking away from classroom instruction.
• Facility managers worry about long-term maintenance.
• Parents are concerned about safety issues.
Before calling a meeting with your child's principal to propose a schoolyard habitat project, do your homework and follow these helpful tips:
Build a Team. Many organizations, including non-profits, local watershed alliances, nature centers, garden clubs and even state/local governments, are involved in schoolyard habitat programs. Not only can they offer technical expertise, they sometimes have experience working with school principals and teachers throughout all project phases.
If you cannot find an organization offering a specific schoolyard habitat program, contact local landscape architects and ask for donated assistance. You might be surprised how excited folks are about working on a schoolyard project. Principals and teachers who have successful habitat programs can be eager allies, and can speak to the concerns of their colleagues.
Start Small. If this is your school's first foray into habitats, start small. A small initial successful project can lead to more ambitious undertakings.
Have Some Ideas. Use websites in the accompanying sidebar to research different types of schoolyard projects. Get permission to walk around your school and do a quick assessment of the property, looking for potential sites.
All schools have hidden habitats. Look around and you might find there to be a forest on the hill behind the cafeteria, a wetland around the parking lot, and a butterfly garden outside the gym. The habitat value of your school is just waiting to be discovered.