In collaboration with Glasgow University Environmental Sustainability Team (GUEST), the IGA has created plans to develop a wellbeing garden area in the university’s Wildlife Garden. It is hoped that this will become an important space for students, staff, and other members of the community, including schools, to use to support mental health and wellbeing through an engagement with nature.
Work began on site this week to start developing the garden space. The garden is a large space and the demarcated area for the wellbeing site is located in the middle section. To enhance access we worked on recreating a clear pathway by laying and flattening bark.
Over the coming months we aim to put the Green Technicians plans into action by developing the site in a number of ways. We hope to repair and rejuvenate raised beds, create a wildflower area, develop a mindfulness sand garden, and much more!
This space aims to work as a sister site to one being developed at the University of Leeds and we are looking forward to exploring the potential of these sites for challenging ecological anxiety in the years to come.
After a long wait our first Green Technicians began hands-on work supporting the development of the school garden at Drumchapel High. Throughout their training the Green Techs have been developing skills around ecological justice, food growing, and eco-pedagogy, and we are delighted that the time has now come for them to share and build upon these skills in the garden sites themselves.
The group (currently limited in numbers due to current covid guidelines) were introduced to the site and heard about the work undertaken by the Drumchapel students. The Green Techs were impressed with the work undertaken and keen to help develop the site in the school’s vision.
Work began with filling the raised beds with soil, carrying on the work that was started earlier in the week by the students, and planting our first vegetables. A variety of lettuce was selected, with the Green Techs sharing their previous growing experiences (including their failures!) and teaching one another about seeds and planting depths.
Due to covid restrictions the Green Techs are currently working separately from the school students, undertaking work outside of school hours. However, in time we hope to unite the groups and to continue to develop the Green Tech programme as a resource for sharing knowledge, supporting school communities, and challenging climate injustice.
As restrictions around the UK begin to ease our garden work has taken off again at quite a pace. Whilst school closures have led to limited growing this season, we have been working with schools in different ways to build conversations and skills around food growing, climate change, and the environment.
Work at Drumchapel High continues as the students develop their new food growing site. Raised beds have been constructed by the team from scratch. After a slightly rocky start, students grew in confidence and the site now has 5 raised beds that will be filled in the next few weeks. Ally is incredibly proud of his creation!
The Drumchapel group have also been busy maintaining and expanding their garden space. Benches have been repainted and repaired, plants watered, sunflowers planted, and a fence constructed. An old pallet has also been turned into a new tool shed for keeping the site tidy and organised. It has been noted how many students are using the garden as a social and wellbeing space, to take some much needed time-out from the stresses of tests and assessments.
We have also recently begun a new six-week garden class with new partners Lourdes Secondary School. The school has an enormous – but very underused – garden site, and we are working in collaboration to develop the garden into an outdoor classroom, wellbeing space, and food growing site.
Working with a range of students we started to explore the garden and to generate some new ideas for the space. The group are incredibly enthusiastic and creative, coming up with a range of insights and ideas.
We have also explored together the secrets of soil, thinking carefully about what lies beneath our feet. The group were excellent worm hunters and were excited to engage with the range of non-human others in the garden. Alongside worms, spiders were of particular interest to the students and they shared their stories of living with such creatures in different ways.
Work has also begun with new partners St Mungo’s Academy. Together we are running a 6-week set of classes for S1 and S2 students relating to climate change, food security, and growing practices. The school does not (yet) have its own garden but we are finding ways to work outdoors (when the Glasgow weather allows!).
The group have planted and cared for their own pea plants and sunflowers. They have constructed bird feeders from recycled materials and placed them in the school grounds. A bug box is also under construction with help from the technical department. The group have also been busy discussing the relationships between climate change and food consumption and production. All of the students were very excited about exploring coconuts – so much so that they took one to their technical class in order to open it, just so they could see what was inside!
Thinking about mental (ill)health is a key priority for the IGA and deeply embedded into our ethos for world building through school gardens. As individuals and collaborative scholars we have considered the differing ways our connection and disseverment from “nature” has impacted upon mental health on a collective, societal, and personal scale. Our commitment to understanding the lived experiences of mental (ill)health has political intent: part of a continued fight for social justice. Yet, it is also simply part of who we are. Our worlds and selves enmeshed in our own relationships with mental health and the natural environments around us.
This week marks Mental Health Awareness Week (Mental Health Awareness Week 2021), an annual campaign to promote conversation and recognition of mental health. This year the theme is Nature and the Environment, with Mark Rowland, the Chief Director of the Mental Health Foundation, stating that “nature is our great untapped resource for a mentally healthy future”. The main aims for the week are to inspire people to connect with nature and to think about the benefits it can have for mental health. But also to encourage governments and decision makers at a range of levels to consider access to nature as a mental health and social justice issue, as much as an environmental one. Rowland advocates that “there could not be a more important time to understand the links between nature and mental health”, a message that powerfully chimes with our own ambitions.
As the IGA enters into its third year of existence this summer we feel more passionate than ever about developing our worldly work into mental (ill)health and gardens. Still deeply inspired by our visit to Arizona and the incredible work undertaken by the Community & School Garden Programme in Tucson, we continue to work in collaboration with young people and their school communities on issues of climate change and ecological justice. Over the past year we have expanded the reach of places and partners that with work with, sharing ideas and growing worlds in a variety of different spaces. We have been humbled and inspired by the resilience of the communities that work alongside us, many of whom have faced enormous hardship worsened by the recent pandemic. We are excited to share this work in the future on this site and to develop new relationships with schools and communities who share our passion for gardens.
One thing that we have certainly learned in our work so far is that the relationships between mental (ill)health and “nature” are not easy to understand and untangle. Yet they are central to our survival. In attempting to grow new worlds we have witnessed the lasting psychological effects of disconnection and alienation from the land and the earth. Yet we have also observed and felt the strength of the hopeful forces of re-connection and repair that garden work can do. Whilst there are no easy answers for challenging the current global mental health crisis we remain convinced of the role that school gardens can play in generating new, more hopeful and just futures. And so, we will continue to build them.
This week the IGA returned to work with Drumchapel High after a break due to another lockdown. Although plans to start working on the Food Growing site have been disrupted the group were keen to get back to work.
The first task was to mark out the position for the raised beds which involved moving a large amount of wood out of storage and onto the site. The students tried out different designs and decided to create five raised beds in a vertical row. Keen to make the site as accessible to everyone as possible, the group decided to position the raised beds near an already created pathway. Plans to build the raised beds are underway and over the next few weeks we hope to see our second site come to life.
The group also worked on a range of maintenance jobs on site one. The site had been left unattended throughout the 4 month lockdown and the group were keen to tidy up the garden. Birdfeeders were refilled, plants watered, bark raked, and benches found (some having been used as sledges over the winter months!). Plans to repaint the benches and to encourage people from the school community to use the site for wellbeing activities were made and the group are happy to work on maintaining the site over the next few weeks.
In preparation for our raised beds the group began pea planting, carefully considering seed packet instructions. Ally is currently looking after the peas indoors and fingers crossed they will start shooting shortly.
The disruption to education during lockdown has been incredibly challenging for everyone across the school community. During this time a number of original members from the group have left and other members have had to cope with a variety of changes to their routines. We are inspired and delighted by the willingness and determination of everyone at the school to continue with the garden project and we hope to keep reporting our progress here as we go along.
Sorry for the delay in posting this! Last month we finished our Green Tech series of online workshops. After six weeks of working together, the Green Technician program came to a close with a session considering the role school gardens can play in creating new solidarities with the earth. ▪For us, environmental activism is about creating “progressive ecologies” between the human and non-human.
During the discussion the Green Techs shared their reflections on environmental activism, considering the ways in which the programme has enhanced or developed their sense of school gardens as political spaces.
Throughout the programme we have been inspired by the generosity of the students to share their ideas and to take part in the activities. Their commitment to learning about the worldly nature of school gardens and their energy for using them to develop more hopeful futures has been a joy to be part of – we can’t wait to work with the group more over the summer!