Peer-reviewed researchEONZ research brief
Green spaces do not automatically transform teaching
In three newly greened Paris primary schools, teachers often moved usual lessons outside without engaging with the place itself.
What's new
Observations and interviews with 46 educators across three newly greened Paris primary schools found that teachers often moved conventional activities outside without engaging with the ecological qualities of the place. More transformative practice depended on early educator involvement, collective organisation and sustained professional commitment.
Why it matters in Aotearoa
Investment in green school grounds or access to te taiao will not by itself generate place-responsive learning. Educator capability, curriculum design, leadership and collective planning remain essential.
Putting it into practice
When developing school grounds, involve teachers early and plan together how lessons will make use of the specific qualities of the place.
How strong is the evidence
Peer-reviewed observation and interview study of 46 educators in three urban French schools, which limits transfer. The full article is paywalled.
What to read
The abstract only, unless developing school-ground or place-responsive professional learning