Sustainable Schoolyards: Repurpose, Connect, Engage

The post-pandemic school site landscape is littered with both teachers and students struggling to use outdated resources, to find purpose with current learning experiences, and to begin reconnecting with each other. According to a survey conducted by the American Psychological Association, 91% of Gen Z students reported feeling some level of anxiety or stress about school related issues and in 2021, the American Federation of Teachers found that 75% of teachers reported feeling overwhelmed by their workload and workplace environment. 

Not only are they facing school related issues, civic and climate anxiety has increased.  According to results from a global study published in the Lancet (Hickman et al., 2021), 65% felt governments were failing young people, while 61% said the way governments deal with climate change was not “protecting me, the planet and/or future generations.”

Research shows that students who feel helpless are more likely to procrastinate, miss class, and drop out of school. But there is hope! Using data from the Chicago Longitudinal Study, researchers found that adolescent civic engagement is related to higher life satisfaction, civic participation, and educational attainment.  The study suggests that adolescent civic engagement has a positive impact on civic and educational outcomes in emerging adulthood.

Teachers often teach in isolation, without collaborating with other teachers or staff members. A 2021 survey by the NEA found that 60% of teachers feel isolated from their colleagues, and according to a study referenced in EducationWeek, teacher job satisfaction and schoolwide professional community are positively linked to student achievement in elementary schools. When teachers are happy and work together in a professional community, it can lead to better outcomes for students (Will, 2017).

In addition, 65% of those surveyed report that their schools do not have enough community support for educational project-based learning programs.  Yet, according to research, organizing learning around meaningful goals in project-based learning opportunities can be an effective way to “cultivate a ‘need to know’ attitude in students – students are motivated to deepen their understanding in order to solve a problem that is meaningful to them.” (Terada, 2018 Edutopia).

Sustainable Schoolyards is an innovative educational program that not only focuses on building sustainable outdoor environments and practices in K-12 schools, but also fosters community partnerships and prepares students to become future civic leaders. The program achieves this by engaging teachers and students to co-create small-scale, low-cost solutions to sustainability issues in their school’s or community’s outdoor spaces.

With the objective of teaching for sustainable development, the program provides workshops, school visits, and a virtual exchange for teacher/student teams. The program places great emphasis on building a community that fosters civic engagement, environmental stewardship, and action-taking across the school, aiming to (re)connect teachers and students across grades and subjects. Sustainable Schoolyards encourages collaboration among environmentally conscious teachers and students across schools, highlighting the power of small, low-cost acts for supporting a sustainable and thriving future for all.

Sustainable Schoolyards achieves its objectives through four major components. The first component is teacher training, where teachers learn how to teach for sustainable development, global competence, and global citizenship in all students. The second component is building cross-disciplinary, multi-grade teacher teams to lessen the weight of teaching for sustainable development while providing students with inquiry-based learning experiences. The third component is supporting teacher-student teams in co-creating solutions to local sustainability issues that reuse and repurpose available materials. The program also connects teacher-student teams with community partners to further their understanding of issues and reduce cost and waste. Finally, the program connects teacher-student teams across schools through a virtual exchange, fostering a sense of community and creating a collaborative environment.

Sustainable Schoolyards also addresses Civic Learning Standards in schools, preparing students to participate in broader civic life, address social and environmental issues, and contribute to the well-being of their communities. By fostering civic engagement, environmental stewardship, and action-taking across schools, the program helps students develop the knowledge, skills, and dispositions they need to become future civic leaders.

Overall, Sustainable Schoolyards is a program that not only builds sustainable schoolyards but also promotes sustainable development and civic engagement among students and teachers. Through its four major components, the program creates a collaborative community of environmentally conscious citizens who work together to address sustainability issues in their schools and communities. The program’s focus on repurposing, connecting, and engaging extends to how materials and resources are shared with teachers, how connections across schools are supported, and how student-led solutions are developed, making it a truly sustainable and impactful program.

Sustainable Schoolyards recognizes that Orange County's diverse student population faces unique challenges in accessing environmental education opportunities. To address this, the program is designed to be inclusive and accessible to all students, regardless of their background or level of prior knowledge. In 2022, all schools involved in the project served predominantly minority students and/or are Title I schools.

For example, the teacher team and students at Valencia High School in Placentia, CA started a School Gardening Club where 15 low-income and minority students learned where their food comes from and helped grow and make food for their school and community.  Valencia High students had expressed concerns about inflation and the rising cost of food; after being part of this project, several plan to start their own gardens having learned how easy it is and how little space is really needed to grow food.

In addition, the teacher team at Harrington Elementary, a Title I school, worked alongside often-overlooked special education students in 4th and 5th grade on the importance of composting and water conservation to reduce waste and increase local sustainability. The Harrington teacher team commented that, thanks to this project, they could allow their students to explore their world and trust them to find the answers beyond the classroom.

By providing students with the tools and resources needed to become civically engaged environmental stewards and global citizens, Sustainable Schoolyards aims to create a more sustainable future for Orange County and beyond.

The Orange County Department of Education (OCDE) and the California Global Education Project (CGEP) both recognize and understand the diverse needs of the student population in Orange County. OCDE works closely with the community and collaborates with various organizations and stakeholders to identify and address the unique needs of different student populations. They collect and analyze data on factors such as demographics and academic achievement to determine areas where resources are needed. As the humanities coordinator at OCDE, Team Co-Lead Dr. Virginia Reischl brings an enthusiastic dedication to advancing civic learning and engagement with students and educators. Her research and advocacy efforts are rooted in the desire to empower the next generation to become informed, active citizens who will drive positive change.

Similarly, CGEP supports educators in providing global education to K-12 students in California, including Orange County, by offering professional learning opportunities that enhance cultural competence and promote understanding of diverse perspectives. These trainings include emphasis on the importance of building community and engaging students, parents, colleagues, and community in their projects, enhancing long-term project sustainability. By providing educators with the tools and resources necessary to create inclusive and equitable learning environments, CGEP helps ensure that all students, regardless of their background, have access to a high-quality global education that prepares them for success in the 21st century.

An important part of this is a deep understanding of local histories, issues, needs, and strengths. Team Co-Lead and CGEP Regional Director Lisa McAllister has a PhD in Anthropology and over two decades of experience connecting to and collaborating with communities around the world. Over the last two years, she has invested her time and energy in building community connections in Orange County and working with teachers to connect them to the communities around their schools and their students’ lived experiences. This has helped keep CGEP’s programs relevant and meeting the dynamic current and future needs of the communities they serve.

Sustainable Schoolyards was created in collaboration with an environmental studies and science teacher at Valencia High in Orange County. During our 2022 pilot, all teachers were invited to suggest program improvements and ideas for growing the program. This included one-on-one interviews and follow-up surveys, as well as student feedback. 

Together, OCDE and CGEP work to promote equity and provide opportunities for all students to succeed.

Some of the main barriers faced by Sustainable Schoolyards are the lack of buy-in from some school administrators and teachers and the need to spread awareness of the program.  Recognition from the MIT Solve program would lend great visibility and credibility to the program.

Some school leaders see sustainability education as an unnecessary added burden to an already demanding workload. However, involving students, teachers, and community members in the design and implementation of sustainable schoolyards builds a more vibrant school community that fosters civic engagement, environmental stewardship, and action-taking across schools and communities.

To address this challenge, building strong relationships with other stakeholders is key. We need to engage with school administrators and teachers to understand their needs and challenges, and demonstrate how our program can support their work rather than add to their workload. Additionally, we need to involve students and community members in the planning and implementation process to ensure that the schoolyard design reflects the needs and interests of the community.

Another barrier is the lack of resources for schools to invest in sustainable schoolyards. To overcome this challenge, we can leverage community partnerships to access resources and reduce costs. For example, we can work with local businesses and organizations to donate materials, expertise, or funding to support the implementation of sustainable schoolyards. We can also partner with universities and research institutions to bring in specialized knowledge and support for the design and implementation of sustainable schoolyards.

Lastly, we need to address the lack of awareness and education about sustainable development and its importance among teachers and students. To address this, we can provide professional development opportunities for teachers and involve them in the program's design and implementation to build their capacity to teach for sustainable development. Additionally, we can engage students in inquiry-based learning experiences that showcase the importance of interdisciplinary solutions and partnership for addressing sustainability issues.

As a partner, MIT Solve's support and partnerships could help the program to overcome these barriers and build a program that truly reflects the needs and interests of the community. With your support, we can create a collaborative community of environmentally conscious citizens who work together to address sustainability issues in their schools and communities.

Sustainable School Yards is an innovative program that empowers K-12 teacher-student teams to co-create solutions to sustainability issues in their own school's outdoor spaces. What makes this program innovative is its unique approach to sustainability education that goes beyond just teaching concepts and instead focuses on hands-on, inquiry-based learning that promotes critical thinking, problem-solving, leadership skills, and community engagement.

In addition, the program can have a significant positive impact on broader systemic measures. By providing teachers with training and support to teach for sustainable development and co-create solutions with their students, our program can increase teacher job satisfaction and retention. Moreover, our program promotes civic engagement and environmental stewardship, leading to improved school climate, reduced absenteeism, and disciplinary issues. By involving students and community members in the design and implementation of sustainable schoolyards, we empower them to take ownership of their learning and develop the knowledge, skills, and dispositions needed to participate in broader civic life.

Through virtual workshops, on-site visits, and a virtual exchange, Sustainable Schoolyards builds a collaborative community of environmentally conscious teachers and students across schools in Orange County, Ventura, and Santa Barbara counties. The program fosters interdisciplinary solutions and partnership for addressing sustainability issues, while also addressing students' and teachers' environmental anxiety.  While there are other short-term professional development opportunities for teachers related to climate and civic engagement, none supports them to co-create solutions with their students on issues they care about through multiple months of support, incorporating both environmental awareness and civic learning while building community in the process.

The program's innovative approach is further amplified by its emphasis on small-scale, low-cost solutions that showcase how small actions, when multiplied across sites and time, can be as powerful as grand, expensive acts for supporting a sustainable and thriving future for all.

By involving community members in the projects we work on, we not only create a sense of ownership and pride in the school's outdoor spaces but also foster connections between students and future opportunities for additional civic engagement. This can catalyze additional action outside the school and change the trajectory of students' future civic involvement. Students who are engaged in sustainability projects are more likely to develop a passion for environmental issues and become more involved in volunteer work, voting, local government, and nonprofits. These experiences not only benefit the individual but also contribute to creating a more environmentally conscious and engaged community.

With a focus on repurposing, connecting, and engaging, Sustainable Schoolyards sets an example for schools nationwide by creating a sustainable model for sustainable education. This innovative program prepares students to become responsible global citizens and environmental stewards who can create a better future for themselves, their communities, and the world.

Our program is not just about teaching sustainability concepts but also empowering students and teachers to take action and create meaningful change in their communities. We are committed to spreading the program to reach more students and communities, with the goal of inspiring more civic-mindedness and environmental stewardship. As the program grows bigger, it has even more impact on individual participants – because they can see how their small contribution is adding up to make an even bigger difference.

Our program is unique in that it addresses environmental sustainability, a critical global issue, while also promoting community engagement and leadership skills. The virtual exchange component of our program is particularly exciting as it allows students to connect with peers from other schools, states, and countries, creating a powerful impact that extends beyond their individual schools. We believe that Sustainable Schoolyards has the potential to be a game-changer in education, fostering a new generation of global citizens who are committed to creating a sustainable and equitable world.

YEAR ONE:

In 2024, continue to grow in Orange County and develop partnerships with local businesses while continuing to expand in Ventura and Santa Barbara counties through the virtual exchange. In preparation for expansion across California in 2025, connect with the 58 County Departments of Education statewide to support their school districts in implementing the program and its relationships with the California State Seal of Civic Engagement. We aim to increase school enrollment 20-30% this year with accelerating growth over future years.

YEAR TWO:

By 2025, expand across California and grow partnerships and sponsors, while also connecting with Departments of Education in other states to prepare for expansion across the US in 2026 and 2027. During this time, develop partnerships and sponsorships interested in working across the country. 

YEARS THREE AND FOUR:

In 2026-2027, expand across the US and connect with sponsors interested in an international component.

YEAR FIVE:

By 2028, the goal is to go international. The aim of going international is to foster global citizenship and support teachers and students in recognizing the interconnectedness of sustainable development goals and how we are all working towards a thriving world. It is important to acknowledge that we are not alone in our efforts and that small actions multiplied by thousands of people can create positive change in the world. By expanding globally, the program hopes to connect with a wider audience and promote sustainable practices worldwide.

Indicators:

1. Workshop exit surveys

After each workshop, teachers are given the opportunity to provide feedback on what worked for them and suggestions for additional supports to refine the program for current needs.

2. Program Evaluation Surveys

Number and percentage of completed program evaluation surveys by program participants with valuable feedback on program strengths and areas of growth between years are used to improve and expand the program.

3. Number and percentage of teacher teams that participate in the end-of-program project showcase.

4. Growth in number of participating schools.

5. Retention of schools and school team members across years. 

Targets:

1. Achieve 90% response rate on workshop exit surveys. 

2. Achieve a 90% response rate for annual end-of-program surveys to assess learning and success.

3. 100% of teacher teams participate in the end-of-program project showcase to share their progress and present self-sustaining solutions.

4. Expand the number of participating schools by 15% compared to the previous year.

5. Increase retention of school teams by 25% compared to the previous year.

The program's value proposition is based on the idea that by fostering critical thinking, problem-solving, civic engagement, and leadership skills, students will be better equipped and inspired to address sustainability and other issues in their communities and beyond. This, in turn, will build future engaged citizens and leaders that will have a broader positive impact on the world.

The program has identified four key components to achieving its goals: training teachers, building cross-disciplinary multi-grade teacher teams, supporting teacher-student teams in co-creating solutions, and connecting teacher-student teams across schools through a virtual exchange. These components work together to create a sustainable model for schools to replicate throughout the state, nation, and world.

The program's theory of change begins with the premise that by training teachers in the overlapping components of the UN Sustainable Development Goals, global competence, and global citizenship in all students, the program creates a foundation for sustainable learning (i.e. a type of learning that encourages critical thinking, problem-solving, and active citizenship in the pursuit of a sustainable future for individuals and society as a whole). The program supports teachers by building cross-disciplinary, multi-grade teacher teams to provide students with first-hand, inquiry-based learning experiences that showcase the importance of interdisciplinary solutions and partnership for addressing sustainability issues.

Next, the program supports teacher-student teams in co-creating solutions to local sustainability issues that reuse and repurpose available materials and helps them connect and engage with community partners to further their understanding of issues. This reduces cost and waste while creating actionable solutions and building community and civic engagement.. Finally, connecting teacher-student teams across schools through a virtual exchange helps students realize that they are part of a larger community of action-takers addressing overlapping, diverse sustainability issues and making a difference.

The program's theory of change assumes that these components will lead to an increased sense of civic engagement, environmental stewardship, and action-taking across schools and into the future while also addressing students' and teachers' environmental anxiety. The program aims to achieve the following outcomes as a result:

1. Increased understanding and knowledge of sustainable development and the UN Sustainable Development Goals among teachers and students.

2. Development of critical thinking, problem-solving, and leadership skills among students.

3. Creation of self-sustaining solutions to sustainability issues in schools and communities.

4. Growth of a community that fosters civic engagement, environmental stewardship, and action-taking across schools.

5. Increased student confidence that civic action can make a real difference in the issues they care about, and increased motivation to remain civically engaged.

6. Reduction of students' and teachers' environmental anxiety.

To measure progress towards these outcomes, the program uses several indicators, including the number of teacher teams that participate in the end-of-program project showcase, the response rate for annual end-of-program surveys,  retention of school teams, and the number of participating schools. These indicators help the program assess learning and success while also providing a basis for continuous improvement.

Overall, Sustainable School Yards empowers the next generation to become responsible environmental stewards and motivated global citizens.

As the partners of the Sustainable Schoolyards Program, we are constantly seeking out innovative ways to engage students, teachers, and community partners in our mission. One of the most valuable tools we use to facilitate collaboration is Google Workspace, including Docs, Sheets, and Slides. These platforms allow all stakeholders to work together in real-time, whether they are creating a presentation about sustainable gardening practices or drafting a report on a local environmental issue.

Too often, teachers and students are working in isolation and struggle to connect their smaller individual efforts to the larger community. By working together on these projects across teams and schools, our program is able to leverage the unique perspectives and expertise of everyone involved to create impactful and sustainable solutions for true civic engagement.  They can then share their passion more broadly with the community to expand their projects’ impact.

Effective communication is also essential to the success of our program, and we rely heavily on Google Meet and Google Chat to facilitate this. Our students, teachers, and community partners use these tools to schedule meetings, share updates, and discuss ideas related to sustainable schoolyards and civic learning. This helps us to stay organized and on track, and ensures that everyone is working towards the same goals.

Another important aspect of our program is organization, and Google Drive is an invaluable resource for this. We use this platform to store and organize all documents related to the program, such as lesson plans, project proposals, and research papers. This makes it easy for teachers and students to access and share materials, reducing cost and other barriers to participation and ensuring that everyone is able to contribute to the program's success.

Data analysis is another critical component of our program, and Google Sheets is an essential tool for this. Our students collect data on various aspects of sustainable schoolyards and civic learning, such as the amount of waste generated by the school. We use Google Sheets to analyze this data and develop recommendations for reducing waste, improving project effectiveness and engagement, and collecting feedback for program enhancements.

Finally, we use Google Search and Google Scholar extensively to conduct research on topics related to sustainable schoolyards and civic learning. Our students use these tools to find information about best practices for sustainable gardening or to learn about local environmental issues that they can address through their projects. By using these resources to inform our program, we are able to stay up-to-date on the latest trends and research in this field and continue to push the boundaries of what is possible.

Most importantly, Google Workspace is readily available and understandable to teachers, with a minimal learning curve that reduces barriers to entry to the program. By repurposing such low-cost tools and resources already available to teachers and students, it proves the point that sustainability projects can be low-key and still be very effective.

The Orange County Department of Education, as a county office of education, is working to ensure that all students are equipped with the competencies they need to thrive in the 21st century. We are partnering with the California Global Education Project (CGEP) on Sustainable Schoolyards. The CGEP is one of nine California Subject Matter Projects administered by the University of California Office of the President, designing and leading quality professional learning that inspires and supports PK-12 educators from across the disciplines to prepare all youth to be globally competent, engaged members of our interconnected and changing world.

While the nation is projected to become majority-minority by 2044, Orange County, California (the 6th largest County in the U.S. by population) reached that milestone in 2004. Home to Disney, Boeing, Parker Aerospace, and Edwards Lifesciences, OC has long been fertile soil for new, transformative ideas. Orange County’s diversity is a major asset to the global economy, but notable inequities and disparities exist. This project presents opportunities to demonstrate breakthroughs in student-centered sustainable schoolyards that promote civic learning, empowering students to become environmental stewards through active engagement in their communities.

As described above, the Sustainable Schoolyards team recognizes that Orange County's diverse student population faces unique challenges in accessing environmental education opportunities. Climate anxiety and civic mistrust can be even greater in marginalized groups, and the desire of historically underserved communities to participate in the solution is often underestimated. To address this, the program is designed to be inclusive and accessible to all students, regardless of their background or level of prior knowledge. In 2022, all schools involved in the project served predominantly minority students and/or are Title I schools.  We will continue to actively recruit in low-income and minority communities while keeping the project accessible to all.

Value Proposition: 

"Empowering the next generation to become responsible global citizens and environmental stewards, the Orange County Department of Education's Civic Learning program is partnering with the California Global Environment Project's Schoolyard Sustainability program to provide hands-on environmental learning opportunities and community engagement. With a focus on local school partnerships, we aim to create a sustainable model for schools nationwide to follow. By fostering critical thinking, problem-solving, and leadership skills, we prepare students to create a better future for themselves and their communities, ultimately making a positive impact on the world."

Impact Measures:

Number of participating schools, teachers, and students
Number of community/corporate partners
Student progress and impact on student goals (both self-reported and via teacher evaluation)

Key Resources/Cost Structure:

The Sustainable Schoolyards project requires very few resources beyond freely available technology tools like Google Workspace and school/community support, since some of its primary aims are to repurpose materials, reduce waste, and improve the environment while encouraging civic engagement. The largest resource needed is networking and leadership support for the program in the schools and communities it is improving, and project guidance from program coordinators and previous participants. 

Activities, Channels, Partners & Stakeholders:

As teacher-student teams find success in their efforts through the necessary civic engagement required to complete their projects, they become enthusiastic ambassadors for the program – encouraging more teams across their schools, districts, and counties to join in.  Teachers and other school leaders form a vibrant community of practice that grows, and students feel empowered by their success to become even more civically involved.  Community partners and corporate interests will be attracted to this success and want to become a part of the solution statewide, nationwide, and worldwide through providing volunteers, in-kind donations, and even funding.  

Segments & Revenue:

Government grants, corporate sponsorships, and individual donations are all possible revenue streams.  While grant funding has helped launch the program and is desirable to keep it growing more quickly with additional coordinators and events, the momentum provided by the coordinated growth of student/teacher teams and community/corporate partners described above will help the program become more and more self-sustaining over time.

As described above, the largest resource needed to grow the Sustainable Schoolyards project is networking and leadership support for the program in the schools and communities it is improving, and project guidance from program coordinators and previous participants.

The Sustainable Schoolyards project was launched with funding from the CGEP and its success has resulted in additional funding to continue limited growth.  Government grants, corporate sponsorships, and individual donations are all possible future revenue streams.  Dr. McAllister has connections to schools in Guatamala, Belize, and Costa Rica to begin taking the project international.

While grant funding helped launch the program and is desirable to keep it growing more quickly with additional coordinators and events, the momentum provided by the coordinated growth of student/teacher teams and community/corporate partners described above will help the program become more and more self-sustaining over time.  And as we grow future civic leaders through the program, they will be empowered to continue to support these environmental efforts for those that come after them.

In 2021-2022, $11,500 was secured from the California Global Education Project for the pilot of Sustainable Schoolyards in Ventura, Santa Barbara, and Orange Counties. Due to program success, funding was renewed to continue the program in 2023 and 2024 in these counties, with Orange County receiving $4,500, but this is not sufficient to grow the program within these counties or to expand outside the initial counties. This funding is also limited to work in California. In 2023, the project received financial support from UC Santa Barbara to cover a graduate student assistant to help teachers find partners and resources.