From better cognitive development to fewer health problems: time spent in nature is pure gain for children. Athénée Royal 2 is one of the 20 Brussels schools receiving subsidies through the Opération Ré-Création project to transform their playgrounds into green spaces. Today, the concrete playgrounds of the primary and secondary school are still uninviting, but that will soon change. “Demolition work will start in May 2025, and everything should be ready six months later,” says Alex Liesenborghs, science teacher and project coordinator. Athénée Royal 2 is an example of COOLSCHOOLS par excellence. VUB researcher Elsa Gallez is conducting research as part of the EU project COOLSCHOOLS, which aims to help schools go green.
Pupils as designers
The greening project started for and by the children. “We asked our students what their ideal playground would look like,” says Liesenborghs. “Over a hundred ideas came in. One of the most common requests was for a bike zone. Learning to ride a bike is not self-evident in this area. The street is not a safe practice spot, and the bike square mainly attracts experienced cyclists. Therefore, we are planning designated bike loops on the playground where students can practice safely.” Slides and tunnels, a water zone, a place to make music, picnic tables, natural rest spots, a semi-paved sports field, vegetable gardens, and even an amphitheater that will serve as an outdoor classroom… “The final design reflects all our students' wishes and invites various forms of play. There’s something for everyone.”
Olivier Erauw
Green impact
The benefits of green playgrounds go beyond ultimate fun. “It’s our way of addressing current climate problems,” says Olivier Erauw, headmaster of the primary school at the Athénée. “The planting will create natural shaded areas and help mitigate local heat. We are replacing as much concrete as possible with soft materials for better water infiltration. The project will allow students to experience the value of nature. They will become aware of climate challenges, learn about fauna and flora, and get familiar with growing vegetables and fruits. These are not just topics they learn about but also experience here.”
"Research shows that accidents are far less common on green playgrounds"
A safe space for everyone
The school is built on a marshy area, and they experience that firsthand. “The water pushes the concrete paving stones up, leading to falls,” says the headmaster. “Research shows that accidents are much less common on green playgrounds. The green project will transform the entire operation of our school. After school hours, our playgrounds will be open to the neighborhood. The green areas in the area face many safety problems. With our school park, we offer a safe place to relax.”
Learning with hands in the earth
Despite the opportunities, the school also faces challenges. “Change in education is slow,” says Alex Liesenborghs. “Many of the students who helped shape this project no longer attend our school. That’s a shame.” To bridge the waiting time, the Athénée has started some smaller initiatives itself. “Last week, our kindergartners, along with students from the lower grades, planted some small trees. They will later be relocated to the playground. By getting their hands in the soil, they learn to collaborate and discover new words through play.” The vegetable garden is also a huge success. The tomatoes have been picked, the last stalks of leeks are ready to be harvested, and the first shoots of lamb’s lettuce are poking through. “Healthy vitamins for fresh soup for everyone. All the vegetable boxes were made by our students. At first, you saw them complaining. Because trying and starting over? That’s tough. But once it worked, you could see them shining.” The vegetable garden also turns out to be a place to discover similarities. “Our school has 40 nationalities, but everyone knows a carrot. One person uses it in goulash, another for tagines. I teach them that a carrot is not just orange, but can also be purple, yellow, or white.”
"You have to be brave enough to step away from your textbook and involve the surroundings"
New opportunities for teachers
Next year, teachers will be able to teach outdoors in two classrooms. “From photosynthesis to recycling and climate change: there are so many topics that lend themselves to outdoor lessons,” says Alex. “During physics today, I explained the lever effect using gardening tools.” Outdoor lessons offer many advantages. “Students use extra senses, so they learn faster, are more motivated, and there are fewer discipline problems.” But teaching outdoors requires a different approach. “You need to dare to move away from your textbook and involve the environment, which is not something every teacher is used to. You also need to be concerned about climate issues yourself. Someone who only thinks about short-term gains can’t convey the importance of long-term actions.” The teacher shortage also poses a challenge. “An outdoor lesson with 20 students is ideally done with a colleague supervising. We don’t have the time or the people for that. The entire school system needs to change, with more flexibility and support from the whole team.”
Elsa Gallez
“Children from disadvantaged backgrounds have more difficulty accessing green spaces”
Green spaces in Brussels unevenly distributed
Children from disadvantaged families have less access to nature than their more privileged peers. This is one of the findings of VUB PhD student Elsa Gallez, who is researching how children spend time in green areas outside school hours as part of the European COOLSCHOOLS project. “We see that both parents and teachers face significant barriers that urgently need to be addressed.”
In recent months, PhD student Elsa Gallez surveyed parents of primary school children, as well as teachers and principals, about the use of green zones outside school hours. The first results not only highlight social inequalities but also reveal many obstacles and opportunities for growth. “It’s striking that disadvantaged children have more difficulty accessing green spaces, but use them much more frequently than privileged children,” says Gallez. Proximity appears to be crucial. “Children mostly use green spaces near their homes. Green areas around the school are less utilized unless they are also close to home.” Age also makes a clear difference. “Families with preschoolers go into nature more often than those with children aged 6 to 12. We see the same trend in schools.” Further interviews aim to uncover why this is the case, as the benefits of nature are clear for everyone. “Contact with nature not only stimulates the cognitive, mental, and physical development of children, but it also increases their environmental awareness, promotes social learning, and provides space for less competitive play.”
Barriers and solutions
“Parents who rarely take their children into nature cite lack of time and attractive green spaces nearby as the main reasons,” says Gallez. “Those who do often go into nature do so because they have safe places nearby.” Outdoor activities are generally well integrated into education. “9 out of 10 teachers do it regularly, although it’s usually short trips. Multi-day activities are not an option for more than 50%. We see that structural issues such as lack of time, shortage of staff and support, and budget issues play a big role. By opening the conversation, we aim to put the topic on the political agenda and plant seeds for an education where nature is an integral part. In cities like Rotterdam, for example, it’s very common for green playgrounds to serve as neighbourhood parks after school. Belgium is lagging behind. With more green spaces, a motivated, experienced team, and flexibility, schools can make a big difference.”
Get inspired at the COOLSCHOOLS closing conference
Want to know more about this subject? Then come to the closing conference of the COOLSCHOOLS project “The Opportunities of Nature-based Climate Shelters in School Environments for Urban Transformation” on 23 and 24 January 2025 at Brussels Environment (Tour & Taxis). Expect an exciting mix of keynote speeches, interactive workshops, insights from cities such as Barcelona, Paris, and Rotterdam, and inspiring site visits to experience the impact of green schools firsthand. The event is free and open to the entire school community. From urban planners, researchers, teachers, and activists to policymakers, landscape architects, financiers, and representatives of EU institutions.