New York Students Restore Dunes for Community Climate Resilience

“The era of global warming has ended; the era of global boiling has arrived.”
- Antonio Guterres  

July 2023 was the hottest month globally since records began in 1880. The tangible effects of climate change are evident; some metropolitan areas are already experiencing shifts in climate patterns from humid continental to subtropical, such as New York. While the importance of climate education becomes increasingly apparent, the United States falls behind many other nations in providing this essential knowledge to students. 

To address this educational gap, the Resilient Schools Consortium (RiSC) program was initiated in New York in 2017. In following years, the program was adapted in the U.S. Virgin Islands, Texas, New Jersey, and currently Puerto Rico. The primary objective of RiSC is to equip students with a comprehensive understanding of climate science, climate change impacts, climate justice, and strategies for enhancing climate resilience. 

The most recent phase, RiSC 3.0, unfolded in New York from 2020 to June 2023, engaging seven schools with a particular focus on Coney Island. Situated in a high-risk zone for sea-level rise and storm surges, Coney Island had a stark encounter with the realities of climate change during Hurricane Sandy in 2012 and continues to deal with street flooding during heavy rains. Despite its vulnerability, this area receives minimal support, making it essential to gather data on its environmental challenges to undertake proactive resiliency measures. 

UASEM students at Coney Island Creek. Credit: Emmy Lee.

The RiSC program curriculum 3.0, was collaboratively developed by the National Wildlife Federation (NWF) with teachers and community partners. Nine engaged teachers across seven schools were teaching the students for two hours a week each for a total of 25 weeks spread over a school year using the educational materials provided. The program's curriculum includes a total of three Climate Action Projects that build on each other. 

During the RiSC program, students engaged in a comprehensive learning experience that extended beyond the classroom. While they acquired knowledge in a structured academic setting, they also had the opportunity to participate in outdoor learning experiences. In the fall, students visited the local shoreline in Coney Island. Guided by experts from the National Wildlife Federation (NWF) and the American Littoral Society, they delved into the intricacies of the local ecosystem, particularly Coney Island’s natural sand-barrier island. This hands-on exploration helped students visualise the consequences of rising sea levels and introduced them to the ecological importance of beach grasses. They learned that vegetated dunes not only serve as a natural protector against shoreline erosion and coastal flooding but also provide a vital habitat for wildlife.  

Measuring Sea level rise with Dr. Brett Branco. Credit: Heather Sioux.

In the classroom, RiSC students began studying the history of Coney Island. In the first Climate Action Project, they prepared an exhibit, which depicted Coney Island in different time periods of its environmental and social history, as well as the current and future impacts of climate change.
An integral aspect of the RiSC program was its connection with the local community. So in the next step, students interviewed Coney Island residents to capture their voices and perspectives with the objective of better understanding the coastal community’s needs to adapt to climate change impacts. Students conducted interviews with community members to gain insight into their experiences and challenges related to climate change, highlighting the social and economic disparities and emphasizing the importance of collective action. These interviews were recorded and edited into a podcast format.
Finally, RiSC partners organised an open house where students met with Coney Island residents to share lessons learned and to film a documentary about the program and its role in community resilience.

RiSC Community Partners and Local Advisors at Teacher Workshop.

As part of their involvement with the RiSC program, students collectively planted 25,000 beach grass culms in Coney Island Creek Park, a NYC Park and estuary that includes one of the last remaining creeks in New York City. This action aimed to lay the foundation for the restoration of sand dunes, vital for coastal ecosystems resilience. These habitat restoration activities empowered students with practical knowledge, skills, and tools to tackle climate change and its consequences head-on. 

RiSC dune grass planting, Coney Island.

Student planting dune grass.

Abby Jordan, a Coney Island resident, RiSC program advisor, and RiSC team instructor at Liberation Diploma Plus High School, a transfer high school, said:

“The Lib RiSC team was able to cultivate enriching experiences that empowered them to continue asking questions and advocating for change. As their instructor, it was a tremendously rewarding experience watching the team grow in their skill sets and experiences. We now have a group of talented young folk who can confidently say they know how to revegetate dunes and know how to talk to community members about climate change and coastal resilience.”

The program actively contributed to habitat restoration and biodiversity conservation by engaging students in hands-on sand dune restoration. Simultaneously, it promoted youth well-being, transforming students into ambassadors for Coney Island’s climate resilience. As stewards of the future, young people need to be equipped to address the impending challenges, build resilience, and protect people and nature. RiSC empowers these young individuals to become change agents within their communities. 

Funding for the RiSC program is made possible through the generous support of the Federal Emergency Management Agency (FEMA), the National Oceanic and Atmospheric Administration (NOAA) and private donors. Collaborations with the American Littoral Society, the New York City Parks Department, and other partners further enhance the program's impact and expose students to careers in habitat restoration and the environment that they may not have previously considered. 

This extensive network of support and collaboration embodies the essence of the RiSC program, equipping students with valuable skills for sustainable employment and contributing to the goals of the UN Decade on Ecosystem Restoration.

This article is part of our UN Decade on Ecosystem Restoration series, which highlights the projects and activities of FEE members that contribute to the UN Decade.

Sandbanks Restoration Education at Peró Beach, Brazil

The Peró coastal region, situated along the pristine Atlantic coast of Brazil, has long captivated the hearts of tourists. With its breathtaking vistas and pristine stretches of golden sand, it has become an attractive tourist destination. However, over the years, the influx of tourists has spurred the construction of more accommodations, residential complexes, and infrastructure, progressively encroaching upon the fragile coastal ecosystem. The sandbank vegetation areas, a vital component of this coastal landscape, have suffered the most from human pressures, further exacerbated by the speculative surge in real estate ventures and the expansion of livestock farming.

In response to these challenges, the Peró Residents Association, and the Veiga de Almeida University initiated a sandbank restoration project at Peró Beach with the support of the Blue Flag Peró site managers. The Blue Flag Programme and the Instituto Ambientes em Rede (IAR) have always encouraged Blue Flag-awarded sites to work in cooperation with local institutions to promote the preservation of areas surrounding awarded sites. This story from Peró Beach highlights the opportunities to engage local communities with environmental conservation and education by bringing together undergraduate students, professors, biologists, and technicians from Veiga de Almeida University (UVA) as well as public authorities.

Students surveying the study area.

The project began with a comprehensive survey of the study area guided by a biologist. Soil samples were collected and analysed for moisture content, organic matter content, FE³+ ion content, pH, and potassium and phosphate levels. Based on the findings, the team divided the study area into three distinct quadrants:

·       Quadrant 1 received a combination of sewage plant sludge (solid material remaining after the wastewater treatment process, typically consisting of organic and inorganic matter), landfill, and plant litter.

·       Quadrant 2 was treated with silt from a sewage plant, cake, and plant litter.

·       Quadrant 3 served as the control group and received only a single layer of landfill.

The landfill and plant litter (e.g., dry leaves) used in the experiment were sourced from the surrounding area.

Division of the study area into three quadrants.

Dry leaves to retain soil moisture.

In the initial phase of the study, legumes such as Phaseolus vulgaris (black beans) and Cajanus cajan (pigeon pea) were sown to facilitate nitrogen fixation. In the subsequent phase, native fruit-bearing plants like Myrciaria guaquiea (Guaquica) and Eugenia uniflora (pitanga) were planted to attract arthropods and birds, thereby enhancing the local food chain. Native plants were chosen for their symbiotic relationships with local fauna, as they produce fruits and seeds that are highly attractive to wildlife.

Regular monitoring was conducted, with the students measuring bean sprout monthly growth and weekly visits to the study area to document plant development through photographic records. Despite meticulous planning and execution, unforeseen challenges emerged during the project. An anthill encroached upon Quadrant 2, but the students successfully mitigated it using coffee grounds. However, the final setback was posed by domestic cattle, which, due to the inability to build a protective fence, freely entered the quadrants. These cattle consumed the newly developed leaves of the sprouts and trampled the ground, ultimately forcing the research to conclude in November 2021.

Soil samples laboratory analyses from the three distinct quadrants.

Overall, the project showcased the possibility of restoring degraded areas by stimulating biogeochemical processes without relying on chemical fertilizers. The addition of silt and sludge improved soil quality, particularly in Quadrants 1 and 2, where potassium and phosphate levels increased. The presence of arthropods attracted birds, further enhancing ecosystem processes. Additionally, the presence of dry leaves helped retain soil moisture and shield it from intense sunlight.

Despite its challenges, this project not only offers insights into a cost-effective approach to sludge management but also holds the promise of a method for restoring degraded sandbank vegetation areas. Moreover, involving students, provides an educational opportunity for the next generation of nature restorers, fostering students’ scientific and environmental observation skills.

Instituto Ambientes em Rede (IAR), acts as a FEE Member Organisation in Brazil. This partnership has facilitated the implementation of environmental education initiatives such as the Foundation for Environmental Education’s renowned Blue Flag programme, which raises awareness about marine and coastal environmental protection and awards of beaches, marinas, and tourism boats that comply with relevant criteria set on environmental education and information, safety and services, water quality, environmental management, social responsibility, and responsible operations around wild animals.

To explore IAR's extensive work with conserving natural ecosystems and promoting socio-cultural development through environmental citizenship visit its site here. For more information about the UN Decade on Ecosystem Restoration and opportunities for involvement, please visit the following link.

This article is part of our UN Decade on Ecosystem Restoration series, which highlights the projects and activities of FEE members that contribute to the UN Decade.

Ecosystem Protection and Restoration in Greek Mountainous Regions

In Central Greece’s mountainous regions, numerous ecosystems have been altered by human activities and changes in land use. Such activities have led to the endangerment and in some cases extinction of local species and the degradation of their habitats. In the areas of Mt. Oiti National Park and Oros Kallidromo (two Natura 2000 sites), intensive grazing paired with the prohibition of grazing in other areas, waste dumping, off-roading activities, wildfires and the lack of or inadequate forest management are several examples of human-driven activities that have resulted in ecosystem degradation.

In the context of the European LIFE+ programme, the Hellenic Society for the Protection of Nature (HSPN) introduced and coordinated the LIFE For Open Forests project, in collaboration with the National and Kapodistrian University of Athens, HAO DEMETER (Institute for the Mediterranean Forest Ecosystems), the Region of Sterea Ellada and the NGO ARCTUROS. Starting in 2012 and completed in November 2019, the project aimed at regenerating and protecting the rich biodiversity in the high-altitude meadows of Mt. Oiti National Park and Oros Kallidromo.

LIFE For Open Forests aimed to protect, maintain and enhance forest openings, restore and protect Mediterranean temporary ponds and Juniperus foetidissima stands (a local juniper tree). It furthermore aimed to improve the population numbers and habitat of Veronica oetaea (a highly localised endemic plant which is a priority target for conservation), brown bears and five bird species. The project began by identifying the key action areas in order to restore and conserve the local ecosystems properly, followed by a series of restoration activities, each focusing on a different element of the mountainous ecosystems.

The abandonment of traditional farming practices in the highlands of the two mountains had led to reduced grazing. Without grazing, fir forests were able to expand unchecked over the years, reducing the area of mountain grasslands, thus impacting the species that such open forests host and the critical ecosystem services they provide. As part of the LIFE for Open Forests project, healthy grazing management regimes were reintroduced, and their implementation has in turn led to the restoration of vegetation composition and ultimately of the habitats’ quality.

Fir forest expansion also suppresses Juniperus foetidissima, a local juniper tree whose forests are listed as a priority habitat under the EU Habitats Directive. HSPN and other project partners implemented fir forests suppression activities and reintroduced and planted  Juniperus foetidissima saplings to increase the size of this priority habitat. Since wildfires are an ever-present and growing threat to forests in Greece, new fire protection infrastructure was set in place, and designated camping and recreation sites were created to reduce the danger of accidental fires by visitors.  

Also present in Mt. Oiti National Park and Oros Kallidromo were Mediterranean temporary ponds, a rare habitat type considered a priority for conservation under the EU Habitats Directive. Temporary ponds on both mountains were highly impacted by forest expansion and human activities including illegal waste disposal, off-road driving and trampling by humans and grazing animals that caused soil compaction, pollution, an increase of nitrates and hydrological cycle disruptions. In order to protect these rare habitats, fences were put in place to prevent trampling and pollution around the ponds and HSPN and the project partners reintroduced keystone ecosystem species and removed some of their direct competitors. Moreover, the project established a seed bank of such keystone species and developed methods for their propagation and survival to ensure the possibility of reintroduction in case of local extinction.

Fencing of Mediterranean temporary ponds (priority habitat 3170*)

Field work in Mediterranean temporary ponds (priority habitat 3170*) 

In addition to its focus on local habitats and flora, LIFE for Open Forests also set goals to support the local fauna by protecting and enhancing the local bird species population. Forest expansion had reduced the foraging habitat of the rare Tengmalm’s owl and rock partridge, and the intensification of forest management and deforestation had reduced the nesting sites for woodpecker species in some areas. LIFE for Open Forests addressed these issues by installing nesting boxes for the owls, clearing feeding sites for the partridges, and implementing forest management guidelines to ensure the preservation of old trees and dead wood. All in all, the project facilitated the enhancement of the birds’ population size and managed to expand the size of their habitat.  

Monitoring of artificial nest boxes

Field work in a dry Mediterranean temporary ponds (priority habitat 3170*) 

Field work monitoring

Finally, Mt Oiti is the southernmost limit of brown bear distribution in Greece. To prevent human-induced mortality of this priority species, and to support and protect the small population of brown bears in the area, it was important to minimize the contact and conflict between bears and humans. To support this objective, Hellenic Livestock Guarding Dogs were distributed to shepherds, beekeepers were provided with electric fences to prevent bear damage, 1,000 wild fruit trees were planted to provide alternative food sources for brown bears, and intensive education and awareness-raising activities were held for local producers and inhabitants.

In addition to scientists and experts from several different fields and organizations, LIFE for Open Forests also involved another important group of stakeholders: the local communities. A local Stakeholders’ Committee was established and met regularly, receiving updates on the project’s progress and offering comments and opinions. The involvement of the Stakeholders’ Committee was highly important in the decision-making around the project, as local producers for example were concerned by some of the LIFE For Open Forests restoration actions. Dozens of training seminars on grazing management, restoration basics and area governance were held for local producers and inhabitants.

Local schools were also involved in the restoration process through environmental education activities. Members of the project team visited schools in the area and organized five one-day educational excursions to both mountains, which involved more than 350 primary and secondary school students. Finally, the project organized numerous seminars for local educators about the importance of environmental education and the preservation of local ecosystems.  

The Hellenic Society for the Protection of Nature is also involved in other Ecosystem Restoration projects, including the LIFE for Lesser Kestrel Project, the POSEBEMED2 Project, and the Life PRIMED Project.

If you would like to learn more about the UN Decade on Ecosystem Restoration and how you can get involved, please visit the following link. You can also find out more about LIFE For Open Forests by watching this documentary.  

This article is part of our UN Decade on Ecosystem Restoration series which highlights the projects and activities of FEE members that contribute to the UN Decade.

Greening with Protective Forest Belts in Uzbekistan

The lack of green spaces and an increase of air pollution are creating major environmental issues for those living in Uzbekistan. According to the United Nations, deforestation, and wind- and water erosion, resulting in biodiversity loss, are some of the most serious environmental problems threatening Uzbekistan’s natural environment. Forests play a crucial role in protecting surrounding land, combatting desertification, and preventing erosion. Deforestation in Uzbekistan therefore not only impacts the biodiversity in forest, but also that of numerous fragile ecosystems, such as river basins. Furthermore, Uzbekistan is facing extremely high levels of air pollution, especially in the Tashkent region, which also contribute to ecosystem degradation through the acidification of water and soil.  

Tackling these growing environmental problems is the Zamin Foundation, which implements several projects focused on restoring ecosystems and ecology in Uzbekistan. One such project is the Yashil Zamin project (which translates to Green Land). Yashil Zamin aims at greening cities and creating forest belts, which have numerous benefits for their surrounding ecosystems. Forest belts help protect ecosystems, and therefore biodiversity, from wind and dust, as well as helping neighboring agricultural land combat drought, and wind and water-erosion, which contributes to more stable and high crop yields. Forest belts also help protect against atmospheric and noise pollution.

Green Barrier planted by the Zamin Foundation (source: Zamin Foundation)

The Yashil Zamin project combines numerous different activities, with a common aim of greening urban spaces. In the Syrdarya region, one of the project activities consisted of planting forest belts to create a green border. The efforts of the volunteers have resulted in the planting of 175km of forest belts in the region. North of the Syrdarya region, in the capital city of Uzbekistan, Tashkent, 11,500 local varieties of trees and shrubs have been planted. The project has covered an area of over 19 hectares, and there are plans to plant more trees, covering an even greater land extension.

Children participating in tree planting activities (source: Zamin Foundation)

The Yashil Zamin project is, however, not only a planting project but also aims to support the future of greening in Uzbekistan. The Zamin Foundation contributes to this goal by digitally monitoring the planted trees, logging the type, age, trunk, and height of each tree. Education also plays a key role. The project also works to educate those in the field of gardening and landscaping, in the hopes of raising awareness about the value of urban green spaces, trees and forests.

The Zamin Foundation is also educating an environmentally responsible generation through the implementation of the Eco-Schools programme. Students in the 41 Eco-Schools of Uzbekistan participate in several of the Zamin Foundation’s projects, gaining practical skills by taking care of their schools’ greenhouses, where they learn about tree planting, biodiversity, and ecosystems. They then offer seminars to other schools about tree planting, sharing their knowledge on greening with others.

Lastly, through the implementation of Yashil Zamin, the Zamin Foundation further hopes to draw the attention of the public and authorities to the pollution environmental problems and the value of ecosystem restoration in Uzbekistan.

The greening of urban spaces is incredibly important to local biodiversity and ecosystems. Projects such as Yashil Zamin promote the introduction and restoration of ecosystems in areas where human activities have caused severe habitat fragmentation and a significant decline in local biodiversity, altering many ecosystem services. These projects show how humans can nurture surrounding ecosystems and how vital these ecosystems are in combatting air pollution, wind- and water erosion, and mitigating climate change. By working intensely on restoring local ecosystems, projects such as Yashil Zamin align with the objectives of the UN Decade on Ecosystem Restoration.

If you would like to learn more about the UN Decade on Ecosystem Restoration and how you can get involved, please visit the following link.

This article is part of our UN Decade on Ecosystem Restoration series which highlights the projects and activities of FEE members that contribute to the UN Decade.

Growing Tiny Forests in the Netherlands and the Czech Republic

Forests are more than just a collection of trees. They are complex ecosystems that support a wide variety of species, promote healthy soil quality, and absorb carbon dioxide from the atmosphere. Unfortunately, deforestation and urbanization have caused many forests to be destroyed or degraded, leading to significant environmental problems such as soil erosion, biodiversity loss and carbon emissions. Restoring biodiversity in such deforested and urban areas, where carbon emissions are high, can therefore have significant positive impacts on the environment, as well as on the people's mental and physical wellbeing.

In September 2014, Daan Bleichrodt, LEAF National Operator in the Netherlands, heard a TED talk from Shubhendu Sharma, whose vision for Tiny Forests demonstrated how even the smallest patch of barren land could be turned into a lush green forest within two to three years. Daan was inspired by the idea, and with the help of Sharma, Tiny Forests in the Netherlands was born. The goal was clear: more contact between children and nature, as well as increasing biodiversity and climate adaptation in urban areas.

Tiny Forest Zaanstad in June 2016, The Netherlands (source: IVN)

The first Tiny Forest was planted in the city of Zaanstad, just north of Amsterdam, in December 2015. Since then, the IVN’s team has planted 185 Tiny Forests in public spaces throughout the Netherlands. These forests, planted with the help of 1200 locals and 1000 teachers from 185 different schools, are now flourishing thanks to their adoption by local communities and schools, who monitor and maintain the spaces and trees.

Children Learning about Insects in the Zaanstad Tiny Forest, The Netherlands (source: IVN)

The success of the project, owed to the hard work of volunteers, led to a generous donation of €1.85 million from the Dutch Postcode Lottery in 2018. This funding has allowed for the creation of a 100 more Tiny Forests, the development of a curriculum for primary aged children, the engagement of more schools and local communities in the maintenance of the forests, conducting research on the impact of Tiny Forests and developing a DIY approach for others to take on the challenge. Through a collection of resources, the IVN team shares their knowledge, including the Tiny Forest handbook and on- and offline courses to learn about the Tiny Forest planting method. IVN is also currently working on an online Tiny Forest course (in English), to help and motivate individuals to create their own Tiny Forests.

Inspired by the success of the Tiny Forest movement in the Netherlands, other countries are adopting similar initiatives to promote ecosystem restoration and environmental education for schools. One such project is Školní les do kapsy (School Forest in your pocket), made possible by the TEREZA Education Centre team, the FEE member organisation running Learning about Forests, Eco-Schools, and Young Reporters for the Environment in the Czech Republic.

In October 2021, the first School Forest was planted at Jan Werich Elementary School, covering an area of 400m2 and featuring a variety of local trees such as oaks, hornbeams, lindens, willows, and alders. The success of this first School Forest in the Czech Republic led to Arbor Day celebrations in 2022, during which three new School Forests were planted. The Primary School Husitska in Nova Paka saw 300 students involved in digging holes, planting trees, and mulching to make the outdoor experience fun and engaging for all. At the Primary School and Kindergarten Trebotov, students planted 600 trees and took part in lessons and activities to learn about the vital role forests play in supporting healthy ecosystems. Finally, at the Primary School J.A. Comenius in Prague, students planted 1000 seedlings, promoting biodiversity, and supporting the ecosystem around the school. Given the success of the first Školní les do kapsy, the TEREZA Education Centre team is already planning the next School Forest planting days in 2023.

Children planting a School Forest (source: TEREZA Education Center)

Children planting a School Forest (source: TEREZA Education Center)

Children planting a School Forest (source: TEREZA Education Center)

Tiny Forests may be small in size, but they are powerful tools for ecosystem restoration, especially in urban areas. By planting native species, Tiny Forests can help support local ecosystems and promote biodiversity by providing habitats for a range of species (595 different species were found in Dutch Tiny Forests in 2019, including more than 170 animal species according to research by Wageningen University and Research (WENR)). Tiny Forests furthermore help local ecosystems by improving soil quality, preventing soil erosion, and absorbing carbon dioxide from the atmosphere. In 2020, monitoring of Tiny Forests by WENR in the Netherlands found that a Tiny Forest can absorb 127.5kg of CO2 per year, equivalent to the amount of CO2 emitted by a car driving 1000km, which is furthermore expected to increase to 250kg of CO2 per year as forests grow older. And because they are designed to be compact and efficient, Tiny Forests can be planted in urban and suburban areas where space is limited, making them a valuable tool for restoring green spaces and improving the health of our cities and their inhabitants.

But perhaps even more important is the role that Tiny Forests can play in engaging and educating young people about the environment! By involving students in planting and caring for these forests, they can develop a deeper appreciation and understanding of the natural world and be inspired to protect, conserve, and restore it. By planting forests in school grounds, students can establish a direct and tangible connection to the natural world and learn about the important role that trees and local biodiversity play in supporting the health of our planet.

Child participating in the planting of a School Forest (source: TEREZA Education Center)

Inspiring projects like Tiny Forests in the Netherlands and Školní les do kapsy in the Czech Republic are working to foster biodiversity as well as climate adaptation and mitigation in schools and urban areas, supporting the objectives of the UN Decade of Ecosystem Restoration. If you would like to learn more about the UN Decade and find out how you can get involved, click here.

This article is part of our UN Decade on Ecosystem Restoration series which highlight the projects and activities of FEE members that contribute to the UN Decade.

Building Playgrounds with a Future in Flanders, Belgium

The ‘Playground with a Future’ Poster

Green school playgrounds offer endless advantages; from climate education opportunities to becoming local biodiversity steppingstones, as well as local air temperature and air quality regulation. In many urban areas, however, playgrounds are often made of grey concrete, turning their back on local biodiversity while also being uninspiring places for children to play. Tasked with solving the problem of lifeless areas, a partnership between the government of Flanders, five Flemish provinces, and the VGC in Brussels (Dutch-speaking schools) was formed, leading to the start of "Playgrounds with a Future" (Een Speelplaats met Toekomst in Dutch).

MOS Vlaanderen, a Belgian member organization of the Foundation for Environmental Education (FEE), got involved in the project back in 2018 when they joined the "Movement for Friendly and Shared School Playgrounds" focus group along with GoodPlanet and the Flemish Government. They worked together to develop a shared vision for the design of greener, more environmentally friendly, and inspiring playgrounds and school environments. The efforts of the focus group later evolved into the current "Playgrounds with a Future" network and the subsequent design of the “Playground with a Future” poster which integrates the common vision of the network stakeholders. On the ground, using the vision set out by Playgrounds with a Future as a guide, MOS continues to actively support school greening initiatives by providing guidance on how to improve playgrounds so they become areas where students can learn from, about, and in nature. This is done through offering grants, coaching about education for sustainable development (ESD), and providing support to schools willing to undertake the schoolyard greening process. The partnership still exists and comes together to discuss the steps required to provide schools with as much support as possible.

The "Playgrounds with a Future" vision also advocates for green spaces to be handled in an environmentally friendly manner, avoiding the use of pesticides and herbicides. These environmentally friendly practices make the school playgrounds inviting spaces for local biodiversity and help combat habitat loss and fragmentation in urbanised areas. “Playgrounds with a Future” are therefore outdoor spaces with living nature, giving children a chance to spend time outdoors, discover and learn about their local biodiversity, and develop a connection with the natural world. All these are vital skills which allow the students to acquire nature preservation and conservation values.

With 366 greening projects currently underway around Flanders and Brussels, the “Playground with a Future” project has thus far been a success, but the work doesn't stop here. Every year in May, an Open School Garden Day is held to further encourage schools to take on this schoolyard greening process. The Open School Garden Day gives schools an opportunity to exchange ideas and recommendations about their own greening experiences, including how to adequately maintain the outdoor green spaces, the observed advantages, which the greener playgrounds bring to students and local biodiversity, and how the playgrounds can help promote outdoor education. To provide further support and encouragement, MOS has released also a set of good practices in order to offer additional direction and inspiration to schools, as well as offering vital training sessions to schools that already have taken part in school garden maintenance.

In addition to the local benefits for wildlife, air quality and air temperature improvements green "Playgrounds of the Future" also give future generations a chance to connect with the natural environment. Exposing students to nature provides opportunities to increase awareness and knowledge of climate and biodiversity education. Thus, projects like "Playgrounds with a Future" play a crucial role in educating future generations who have a lot to say about the future of our planet.  The purposes of initiatives like "Playgrounds with a Future" aid in promoting and restoring local ecosystems in urban areas, which aligns with the objectives of the ongoing UN Decade on Ecosystem Restoration.

If you would like to learn more about the UN Decade on Ecosystem Restoration and how you can get involved, please visit the following link.

This article is part of our UN Decade on Ecosystem Restoration series which highlights the projects and activities of FEE members that contribute to the UN Decade.

Biodiversity Preservation in Hyvärilä Youth Centre Nurmes, Finland

Informative sign made by volunteers for visitors of the Hyvärilä Youth Centre

Using a learning-by-doing methodology, the Hyvärila Youth Centre in Nurmes, Finland hopes to promote environmental education activities for the youth of Finland and its international visitors. Most of the visitors to the centre are young people, concerned for the environment and the future of the planet. For this reason, the Youth Centre focuses on expanding its visitor’s knowledge on how individuals can contribute to nature preservation with positive sustainable actions. Sustainability is a core component of the Hyvärila Youth Centre, which holds a Green Key certification, reflecting the centre’s standard of excellence in environmental responsibility and its awareness of its own environmental impacts.

In January 2021, the Youth Centre launched its Wildflower Meadow project, which involved planting a wildflower meadow near the Youth Centre as part of a larger biodiversity preservation project. Staff from the centre, the Association of Women in Agriculture and Housekeeping of Eastern Finland, the Association for Rural Culture and Education and the Environmental School of Finland  all came together to support this initiative, providing local expertise and helping hands.

International volunteers with their insect hotels built during workshops

Planted using native Finnish species and species from the local area, the new wildflower meadow provides an excellent outdoor area for non-formal learning and is currently used to host biodiversity lessons for the youth centre visitors. Wildflower meadows are a crucial habitat for many animal species. The diversity of wildflowers provides food and shelter to hundreds of insects, including pollinators, which, in turn, supports mammals and birds. Besides the planting of a wildflower meadow, the Hyvärila Youth Centre also worked closely with the local community and youth visitors to host a series of very successful insect hotel-building workshops, which will be repeated given their popularity. While only in its second year, the project serves to promote positive actions that individuals can take to preserve the natural habitat of local pollinating species and smaller animals.

The learning activities in connection with the planting of the wildflower meadow have also been used to teach about the importance of maintaining and preserving Finnish traditions and cultural landscapes. Co-funded by the European Solidarity Corps Programme, over the next five years, the project aims to involve at least 70 local and international volunteers, teaching about how to grow meadows, and maintain them using traditional techniques. This includes learning about the use of traditional tools such as a scythe, as well as the process of haymaking. Participating in an annual flea market in North Karelia, the Youth Centre hosted an event, helping revive the Finnish tradition of “Haymaking Talkoot” – a community-based event which involves gathering local people to help complete a large task that needs doing, such as haymaking, cleaning or building something.

Launched in 2021, a programme by the United Nations Environment Programme (UNEP), and the Food and Agriculture Organization of the United Nations (FAO), the UN Decade on Ecosystem Restoration is a ‘rallying call for the protection and revival of ecosystems all around the world, for the benefit of people and nature’. Local youth and community-based projects such as the one from Hyvärilä Youth Centre play an important role in maintaining and teaching about local biodiversity and ecosystems. Projects like this provide opportunities to educate youth while actively involving the local community in managing a restoration site, which is key to fostering ownership values. Overall, the restoration of such wildflower meadows is essential to helping achieve the UN Decade’s goals and combating insect and pollinator decline worldwide. If you would like to learn more about the UN Decade on Ecosystem Restoration and how you can get involved, please visit the following link.

This article is part of our UN Decade on Ecosystem Restoration series which highlights the projects and activities of FEE members that contribute to the UN Decade.

Restoring Ecosystems with Little Woodlands in Ireland - An Choill Bheag

Students from Monreagh National School, Co. Donegal, Ireland in their An Choill Bheag

In 2015, Daan Bleichrodt and his team at the Institute for Nature Education (Instituut voor Natuureducatie (IVN)) in the Netherlands planted their first Tiny Forest. Made up of native tree species tucked into an area the size of a tennis court. These Tiny Forests are havens for insects, birds, and small animals.

Inspired by Tiny Forests in the Netherlands, the first little woodlands or Na Coillte Beaga were established in Ireland in 2018 as part of the Learning about Forests (LEAF) programme. An Choill Bheag (Irish for little woodlands) and LEAF are run by the Environmental Education Unit of An Taisce in Ireland. An Choill Bheag is a small, dense, biodiverse native woodland habitat planted on school, business, or community grounds, providing an educational and recreational resource, enabling people to participate in Biodiversity & Climate Action, Citizen Science, Woodland Skills, Nature Connection and Wellbeing.

LEAF Ireland has planted twenty little woodlands to date (approximately 3,350 trees). Activities around these ‘little woodlands’ have involved over 2,000 individuals from 11 primary schools, six secondary schools, a Teacher Training 3rd Level College and two community groups. LEAF Ireland has also developed a range of educational resources to help support and guide the schools and community groups.

These native woodlands contribute to well-being and rapidly increase the amount of biodiversity, including bird and pollinator life, in the area. Once the trees are planted, schools and community groups are encouraged to introduce understory plants that further increase biodiversity.  Schools and community groups are encouraged to use dead logs to create seating areas, while natural log piles are a great way to create habitats and perimeter edgings.

The importance of hedgerows is also addressed, if space is limited, a hedgerow can be a great option. Hedgerows can connect fragmented habitats. Connecting woodlands is key to promoting a healthy genetic diversity of plants and animals, which in turn contributes to improving ecosystems' resilience to disturbances.

These woodlands (& hedgerows) provide places for students, teachers, and community groups to explore and interact with nature. In a school setting these ‘little woodlands’ create the perfect outdoor classroom for learning about plants, trees, birds, and other wild creatures.

“Our Choill Bheag is a place of fun, enjoyment, learning and celebration. The long-term legacy of the forest will last for years. The students and staff who were lucky enough to be part of this project four years ago will always remember that they planted a forest and maybe as adults, they will come back and visit. For the future generations of children who will attend our school, the forest will stand tall and grow with these children for many years to come. If any school has the green space to plant a little woodland our school would highly recommend the project. We have benefitted immeasurably from all the wonderful experiences that come from having a Choill Bheag.”

Yvonne Briody & Paula Howard, Teachers at Limerick Educate Together

In 2021, the United Nations Environment Programme (UNEP), alongside the Food and Agriculture Organization of the United Nations (FAO), launched the UN Decade on Ecosystem Restoration, a “rallying call for the protection and revival of ecosystems all around the world, for the benefit of people and nature.” Despite their smaller size, An Choill Bheag presents a healthier and more biodiverse alternative to the trimmed lawns and concrete slabs that are so often seen on school grounds. They provide an opportunity to educate the next generation of nature restorers with hands-on knowledge and skills of natural spaces and encourage educators to use nature as a classroom. It is now more important than ever to support and upscale initiatives such as Choill Bheag to achieve the UN Decade’s critical goals of counteracting climate change and stopping the collapse of biodiversity. If you would like to learn more about the UN Decade on Ecosystem Restoration and how you can get involved, please go here.  

This is the first article in a series highlighting ecosystem restoration contributions by Foundation for Environmental Education members.