"Welcoming Back the Wilderness": Impact of a School Naturalization Project Upon a School and Its Community

Gary Pennington and Aline Wilkie

Above: A University of Regina professor does a composting workshop for students at St. Matthew School.

Prior to 1996, the playground at St. Matthew School in Regina resembled the grounds of a penitentiary. It consisted of bald prairie, lined with asphalt and crusher dust, surrounded by chain-link fences, and broken by a few metal play structures. As Aline Wilkie, the school principal noted, "There was nothing to play with; our kids had become too structured and had forgotten how to play. Marbles, skipping...that kind of play was not happening spontaneously."

Suspecting that the grounds were failing students in terms of promoting positive, creative play, the principal, teachers, students, and parents of the K-8 school began discussing an ambitious project to revitalize the inadequate school environment. They formed an association and, over a period of three years, raised over $70,000 in materials and money to beautify the playground. Even more important, the school community provided hundreds of thousands of dollars in free labour as the project became a major factor in the life of the neighbourhood.

Following the project and documenting it for the purposes of research was Gary Pennington, a university professor and founding member of the International Children's Right to Play. As Pennington describes the project, the greening of the St. Matthew School playground had important underlying goals:

In a world where issues of destroyed natural ecosystems, fractured communities, violence and individual disempowerment make the news, children are still dreaming and wishing for a better world.

In the fall of 1996, a group of dedicated and enthusiastic parents, educators, students and community members set about to make those dreams a reality. At a very basic level the reason behind the project was the fervent wish to see children encountering and appreciating a rich environment every day of their lives whether it's on school days, week-ends or in vacation time. We want them to see and hear birds... to plant, tend and grow vegetables... to understand the microclimates and ecosystems within which they live... to rekindle their sense of awe and wonder regarding nature... to become stewards of their own environment... to treat each other kindly and with respect... to engage in healthy and active play... to learn the importance of inclusion of all... and to learn these things in the company of caring adults.

Gradually the school acquired a huge sandplay area surrounded by rocks and trees, pathways, small hills that children could roll down, a gazebo, picnic tables, perennial beds, a shallow pond and a sports field. The ecological health of the grounds around the school was improved through the planting of trees, the creation of ponds, the development of flower beds, and the selection of plants native to the prairies. In effect, an outdoor classroom was created in which students worked with their teachers and volunteers to learn about everything from composting to the life cycle of a tree.

Just as important was the tremendous learning that took place in human terms. Realizing that everyone should be able to enjoy the playground regardless of ability, those planning the playground learned to incorporate into their thinking the reality and importance of inclusion for all. It also became apparent to all involved with the community that change is not always easy, conflict happens when things move in a new direction, and people are sometimes apprehensive of new ideas and new ways of doing things. Learning to understand and to work with others was a major part of the revitalization experience as students and adults laboured side by side. Pennington observes, "Every time a young child puts his or her hands to work with a garden trowel, shovel, or paint brush; each time they feel their needs are really being listened to and that their opinions count; and each time they work side by side with another interested and caring adult, there is a major chance for learning."

The many benefits of the St. Matthew School naturalization project included the following:

• The newly created playground eco-systems provided sanctuaries where young and old could watch birds, butterflies, squirrels, and other small creature re-inhabit the environment.
• Community residents and families began to frequent the school yard after school hours and on weekends to enjoy the gardens, pathways, trees, benches, and to watch with appreciation the play of young children.
• The generation gap between children and adults was bridged as they worked and learned together.
• Stronger ties were developed between the school and the community.
• Students began to demonstrate more creativity and imagination in their play.
• The school became a much more cooperative place.
• The school experienced fewer problems with violence, aggression, bullying and lack of sharing among its students.

On the basis of these results, the study suggests that school revitalization projects provide one means of reducing problems related to violence and vandalism in schools and of increasing environmental awareness among children and adults.

Above: Kids and a student teacher plan an activity.

Above: Students at work improving their playground.