Abstract/Summary

While the value of green infrastructure (GI) to mitigate urban environmental problems (poor air quality, urban heat island issues, etc.) is well established, its implementation in schools, in the UK context at least, is constrained. This is usually due to limited resources (expertise and funds) for GI maintenance, as well as a worry about the use of potentially harmful plant species near children. A contributing factor too is perceived insufficient relevance of GI for curricular activities, to warrant the time and financial investment into anything but rudimentary greening in school grounds. Here we present the learnings from a year-long science and GI implementation project, linked to the GCSE science curriculum and taking place in a state comprehensive secondary school in Surrey (UK). The project involved setting up two mixed evergreen hedges within the sections of the outside perimeter of the school grounds, near a busy road. Hedges were chosen as a relatable and effective model: cheap, widely present in the UK peri-urban landscape, and effective at delivering multiple environmental benefits. A program of science activities for pupils in Year 10 (15-year-olds), linking to and extending the science curriculum, and giving pupils an insight into ‘real life’ science, was devised and run during the Spring Term in 2023. It involved lectures by scientist, hands-on student involvement in plant and soil measurements, and data analysis. It also involved surveys (pre and post intervention) of pupils’ environmental attitudes, climate risk perceptions and their knowledge of green infrastructure. It was only through a significant cross-divisional project team effort (RHS science, learning and communities), high level support within the school and clear links to the GCSE curriculum that the project was made possible. We are feeding the learnings from the project into the currently ongoing RHS-coordinated England-wide program of schools’ green engagement (National Education Nature Park), with the key messages relating to the importance of linking GI implementation to the existing (or future) curriculum.