By the end of Grade 6, if we add up the time students are outside at lunch and recess, they will have spent 257 school days, or 1800 hours in their schoolyard* yet typically school grounds offer little to awaken the imagination, stimulate the senses, or provide shelter from the elements.  

 

It is becoming increasingly less common for children to have close encounters with nature and it becomes apparent that the average schoolyard is not living up to its potential. In an effort to remedy this situation, there is a movement that is quickly gaining ground  - schoolyard naturalization.

*( Edward Chesky , 'How Schoolyards Influence Behavior in Greening School Grounds - Creating habitats for learning', Green Teacher, 2001).

Definition:

…the process of using local plant material to create an area of structural and botanical diversity within the grounds of a school for educational, social and environmental benefits.

This rather dry, although accurate definition, does not do justice to the truly wonderful naturalized areas that schools have been able to create. Many of the outcomes are not obvious by simply viewing the site. 
To view a video clip that describes naturalization, click here.


Schoolyard naturalization:

• provides engaging, complex landscapes for creative play and learning
• sows seeds of hope for the preservation of local ecosystems
• reminds teachers and students that they can work together with nature
• promotes environmental stewardship and ecological gardening principles
• allows students to acquire knowledge, skills and attitudes necessary for solving environmental challenges

Naturalization vs. Beautification

People new to the idea of redesigning a schoolyard often imagine results that would be more accurately described as ‘beautification.’  It’s important to clarify that naturalization and beautification are very different.

Beautification:

• the focus is aesthetic and more formal appearance
• often uses exotic, non-native plant material
• generally high in maintenance and water requirements
• not designed to be kid-friendly
• involves more irrigation and hard landscaping
  To view a video clip that describes beautification, click here.

Naturalization:

• uses native plant material well adapted to local climate conditions
• requires little maintenance or water
• provides habitat for local wildlife
• promotes the return of natural ecosystems
• provides valuable learning and play opportunities for children

Process Rather than Product
The old saying about the journey being more important than the destination holds especially true for schoolyard naturalization.  Based on the principle of participatory design, the process of naturalization provides the opportunity to model community stewardship - inspiring others to create the same magic in their own backyards, or on other school properties.

Student involvement in the process is crucial to the realization of the intangible outcomes. Children become empowered as they make real life decisions and experience hands-on learning. This sense of responsibility and personal connection to the natural world is the legacy of the naturalization process that children

                                                                        will  carry with them the rest of their lives.

The Meaning of Success

The success of a project has less to do with its size and appearance, and everything to do with how well it delivers the benefits for which it was designed.  That being said, the site, like any garden, needs to be maintained.  The naturalized site must be embraced and valued by all stakeholders, becoming a permanent part of the school environment and its circle of responsibility.

Also critical to success is the integration of curriculum into the project. A naturalized site used as a teaching tool for a variety of subjects is far more likely to be well maintained.

For more detailed information Contact Us, or see the Resource list.