Many parents who choose our school for their children often share a common observation: their kids, who used to fall ill frequently in the urban environments of places like Singapore, Jakarta or other large area, experience far fewer sicknesses here.
Approach to Nature and Health
The difference, they note, is palpable, and it’s not just a matter of chance. A key factor in this shift is the airflow within our campus.
As I’ve mentioned before, sunlight plays a crucial role in sterilizing surfaces and reducing the spread of pathogens. However, the story doesn’t end there. Air conditioners, a staple in many urban settings, often become breeding grounds for bacteria. They circulate air that, while cool, is not necessarily clean, and can negatively impact the microbiome of indoor environments. In contrast, our school’s open-air design promotes natural ventilation, ensuring a constant flow of fresh air that helps keep the environment healthier.
But it’s important to note that not all outdoor environments are created equal. The benefits of playing in the dirt, so to speak, are context-dependent. In a city, the soil and surfaces can be contaminated with pollutants and harmful bacteria. In the natural surroundings of our campus, however, the earth is part of a balanced ecosystem, teeming with life but not with the pollutants that characterize urban dirt. Here, the exposure to the natural environment contributes positively to the microbiome, supporting the health and well-being of our students.
This holistic approach to health and learning, considering factors like airflow, sunlight, and the quality of outdoor environments, is central to our philosophy. It’s about creating a space where children can thrive, not just academically, but physically and emotionally as well.
It’s essential to recognize that not all outdoor environments are created equal, especially when it comes to the microbial world. The term “dirt” might be used to describe the soil in both urban and natural settings, but the similarities often end there. In urban environments, where human activity is concentrated, the soil is more likely to be contaminated with bacteria and viruses that are commonly associated with humans. These microbes, while a natural part of the urban ecosystem, can pose health risks if they enter our bodies.
On the other hand, in natural environments like forests, meadows, or the grounds of our campus, the soil hosts a different community of microbes. These are bacteria that have evolved to thrive on plant matter, breaking down fibers in grass and other organic materials. When these types of bacteria enter our bodies, they can actually be beneficial, aiding in the digestion of vegetables and other plant-based foods.
This distinction is crucial for understanding why exposure to nature can be so beneficial for our health. It’s not just about being outdoors; it’s about the quality of the environment and the types of microbes we’re exposed to. In a natural setting, we’re more likely to encounter a microbiome that supports our health, particularly our digestive health, by diversifying and enriching our own gut microbiome. This is yet another reason why our school emphasizes the importance of outdoor learning and interaction with the natural world.
The importance of the right microbiome for our health cannot be overstated. It’s fascinating to hear stories from parents who have witnessed the transformative impact of our school’s environment on their children’s well-being. Take the case of Noah, for example. “Before joining Empathy School, Noah was constantly battling a rash. It seemed like every week there was a new outbreak.” Stated his parent.
Since becoming a part of our community, the frequency of these outbreaks has dramatically decreased, now occurring only once or twice a year. This change is not just skin deep. Noah, who was once a sickly child, has blossomed into an energetic and athletic individual.
“It’s been amazing to see. He’s always running around, playing sports, and he just seems so much healthier.” Said the parent.
He’s now actively engaging in physical activities, which further bolsters his immune system and overall health.
Parents attribute this remarkable turnaround to the unique environment we provide at our school. The combination of physical activity, exposure to sunlight, a healthier microbiome, and the absence of air conditioners all play a role in creating a setting that nurtures not just the mind but the body as well. The open-air classrooms ensure a constant flow of fresh air, further contributing to a healthier living and learning space. “I truly believe that the environment at Empathy School has been key to Noah’s improvement. The fresh air, the sunlight, the natural surroundings… it all makes a difference.” Added the parent.
Noah’s story is a testament to the holistic approach we take towards education and health. It’s a reminder that the environment in which children learn and play can have a profound impact on their physical well-being.
Delina’s experience highlights a crucial aspect of our school’s philosophy. When she was here, compared to her time in Jakarta, the difference in her health was remarkable. In the city, she was frequently ill, a situation we attribute to the recycled air typical of urban environments. This stands in stark contrast to the fresh, natural air she enjoyed on our campus.
This brings us to an important point: cities, with their focus on efficiency, are not designed with children’s well-being in mind. The same can be said for traditional schools, which often prioritize cost-saving over the health and support of students. If we were to design schools with the primary goal of supporting children, we would invariably create more nature-based schools, much like Empathy School Bali.
So, we encourage everyone who visits our campus to embrace the natural environment. Feel free to get dirty and jump in the mud! It’s all part of the experience and, importantly, it’s good for you. Unlike in a city, getting dirty here doesn’t come with the same health risks. It’s a small but significant way in which we can ensure that our students are not just learning, but thriving.
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