As we move on to discuss the importance of green space at Empathy School, it’s clear that our approach to sound is just one aspect of our broader commitment to providing a nurturing and harmonious environment for our students.
The emphasis on green space at Empathy School ties back to the earlier discussion about the study highlighting the stress-reducing effects of nature. Our campus is designed with ample green spaces, not only as areas for play and recreation but also as integral parts of the learning environment. The spacious layout between classrooms ensures that students are surrounded by nature as they move throughout their day.
Furthermore, we incorporate gardens into our educational spaces, providing students with a hands-on experience of nurturing and interacting with the natural world. For example, our kindergarten garden is a vibrant, sensory-rich area where children can connect with nature and learn about the growth and care of plants. The presence of ripe tomatoes and other plants in the garden offers a tangible, calming connection to the environment.
This was beautifully illustrated when a new kindergarten student, feeling the nerves of being in a new setting, found comfort in the presence of the garden right outside his classroom. The sight and smell of the lush tomato plants helped ease his stress, showcasing the powerful impact that green spaces can have on student well-being. At Empathy School, we believe that these natural elements are not just decorative but are essential components of a supportive and nurturing educational environment.
The power of nature to soothe and center us is truly remarkable, as demonstrated by the experience of the kindergarten student and his father. When the child was introduced to the garden, it provided an immediate sense of relief. Surrounded by the lush greenery and the aroma of ripe tomatoes, he could shift his focus from the stress of the new environment to the simple pleasures of nature. This sensory engagement allowed him to ground himself, understand his feelings, and find a sense of calm.
The father’s observation that just a minute in the garden was enough to transform his son’s emotional state is a testament to the therapeutic effect of green spaces. The tears and stress that had initially overwhelmed the child dissipated, replaced by a readiness to engage and participate in class. This quick “reset” in the garden highlights the importance of integrating natural elements into educational settings. It’s a reminder that sometimes, a brief moment of connection with nature is all it takes to restore balance and well-being.
The gardens at Empathy School serve as a natural, accessible way for students to reset and find balance. However, recognizing that different students may have different needs, we’ve also created other environments on campus designed for this purpose. One such space is the peace room.
The peace room is a unique environment crafted to offer a contrasting experience to the rest of the campus. If you’ve had a chance to visit, you’ll notice that it’s designed to be a tranquil, soothing space. While the campus is bathed in natural light, the peace room is dimly lit, creating a calming ambiance. And in contrast to the warm temperatures often experienced outdoors, the peace room is kept cool, providing a refreshing retreat.
The peace room’s design is intentionally cozy and small, offering a stark contrast to the expansive campus. This cozy environment provides a sense of security and intimacy that can be particularly comforting during moments of stress.
Having a counselor available in the peace room at all times is a crucial aspect of this support system. We have rotating counselors who are there to assist both students and teachers. This constant presence ensures that anyone in need of psychological support can find it readily. It’s an extension of our commitment to the well-being of our community, as discussed in the chapter about teacher conversations.
Teachers, like students, can experience stress and need a space where they can receive the support necessary to manage it. The peace room serves this purpose, offering a sanctuary where they can decompress and receive guidance. This support is vital in maintaining a healthy and productive teaching environment.
For students, the peace room is a resource they can turn to when facing stress. It’s a place where they can step away from the pressures of school life and find solace. To illustrate the importance of this space, consider a common source of stress that many schools overlook.
In one instance, a student was struggling to cope with his parents’ decision to divorce, a situation that they had not discussed with him directly. He was processing the situation poorly, and it was affecting his ability to focus in class. Recognizing this, our approach was not to delve into the details of the divorce, but rather to provide a supportive space for him to express his feelings and find some peace of mind.
We made the decision to pull him out of his math class for several days. It was clear that he was too overwhelmed to concentrate on mathematics, and what he needed most was time and space to process his emotions. By bringing him into the comfortable environment of the peace room, we aimed to help him rediscover his equilibrium. The goal was for him to return to his math class only when he felt ready to engage and succeed.
This situation underscores the principle of creating environments that are comfortable, even if they might not always seem convenient. It’s a recognition that students, like all individuals, need space to navigate their emotions and challenges. Additionally, it ties into the broader understanding that movement and physical activity are essential for children’s well-being. Contrary to the notion of hyperactivity being problematic, we believe that kids need the freedom to move. This perspective is further explored in a video I created, which challenges the myth of hyperactivity and emphasizes the importance of accommodating natural movement in educational settings.
A study, “The Effect of Sugar on Behavior or Cognition in Children: A Meta-analysis” by Mark Wolraich, Scott Lindgren, Patti Stumbo, and Lennis E. Stegink (1994) have reviewed 16 studies on the effects of sugar consumption on children’s behavior and cognitive performance. The researchers found no significant evidence to support the idea that sugar intake causes hyperactivity in children. They also noted that parental expectations could influence perceptions of children’s behavior.
This study highlights the importance of distinguishing between actual behavioral effects and parental perceptions. It suggests that children’s natural inclination to play and be active is often misconstrued as hyperactivity, especially when sugar is believed to be a factor. At Empathy School, we recognize that movement and play are vital components of a child’s development. Our campus is designed to encourage physical activity and provide ample space for students to move freely, ensuring that their natural energy is channeled positively.
It suggests that expectations can significantly influence how behavior is interpreted. In other words, if parents believe their child has consumed sugar, they are more likely to perceive their child’s behavior as hyperactive, even if no sugar was actually consumed.
This finding underscores the importance of recognizing that what is often labeled as hyperactivity is simply a natural expression of a child’s energy and desire to play. It’s a reminder that children need opportunities to move and express themselves physically. If a child is not exhibiting this natural energy, it could be a sign of fatigue or other factors, rather than an indication of better behavior.
At Empathy School, we take these insights to heart. Our campus is designed with the understanding that movement is essential for children’s well-being. We provide ample space and opportunities for physical activity, ensuring that students can channel their energy in positive ways. This approach not only supports their physical health but also enhances their ability to focus and learn.
One example of the positive impact of this approach is the story of Arno, a student who thrived in our environment. Arno’s story is a testament to the active lifestyle that Empathy School promotes. When his father equipped him with a pedometer, the results were astonishing. On his first day, Arno clocked in 9,000 steps, followed by 11,000 the next day, and an impressive 12,000 steps on the third day. Considering that Arno was only five or six years old at the time, with smaller strides, this level of activity is remarkable.
This daily achievement of 12,000 steps is a feat that many adults struggle to accomplish. It highlights how our campus, with its emphasis on movement and physical fitness, naturally encourages children to be active. This level of physical activity has numerous benefits for children like Arno, not just in terms of physical health but also in their learning and cognitive development.
As we’ve discussed, an environment that allows for movement and play is crucial for children’s well-being. Arno’s story exemplifies how such an environment can lead to significant improvements in physical fitness, which in turn supports their overall growth and learning. It’s a powerful illustration of the philosophy that underpins Empathy School’s approach to education.
Previous Post