Students all around the world spend a huge chunk of their youth in school. 

Rote learning pointless information, test-scores, uniforms, sit in rows shut inside a classroom, social-media, friendship challenges, an uncertain future, climate change, pollution, inequality, gender-bias, racial prejudice, advertising that tells you what to buy to be happy, tired and overworked teachers, body image, puberty, first love, hormones … the school bell rings … (phew!) – but then it’s time for homework.

I’m sorry, but you could think the current education model has been designed to create mental health issues for our youth, not address them. 

What chance do they have?

Schools need to realise the potential life-long scarring from a system outdated and mismatched for our children – and a system that only helps address mental health issues after they arise, rather than trying to prevent them. Schools should be a part of the solution – not a big part of the problem.

Green School Bali is not a perfect school. The campus is rugged, the jungle is hot and sweaty, our learning program is always evolving – we are open to the challenges in the real world. Our students still have tests and quizzes. Our students still do some homework. But there is so much more to a school experience than standardised testing and pointless homework for the sake of homework. At Green School we want school to be fun, not depressing. 

A foundation of our Green School pedagogy is building relationships; relationships with others, fostering ecophilia by building a relationship with nature, creating opportunities to connect learning with the real world. Building relationships within and around the individual is important for positive mental health.

We know that school needs to teach more than just knowledge acquisition and when we talk about educating for skills and values – creative thinking, collaboration, critical thinking, communication, empathy, community, peace, sustainability (as just a few examples) – we know that these skills and values help our learners build adaptability. Skills and values build resilience.

Projects that are born from student passions, the art and music, our mindfulness practices, our community celebrations, the genuine care of our educators, the animals on campus that are a part of the community, the sport we play together, the thematic learning that helps students connect learning to the real world, the beautiful bamboo classrooms, the all-surrounding gardens and jungle, our respectful connections with the beautiful Indonesian and Balinese people and culture … There is so much to the Green School experience that promotes healthy mindsets because we believe that’s what schools should do.

Let’s shine the light on Mental Health on October 10 – in schools, in the community and in our homes – let’s do a better job of supporting our young people through an increasingly complex youth, towards an increasingly challenging future. But let’s also remind ourselves, that mental health can’t be a once-a-year conversation, it can’t be something schools just ‘treat’; schools should be ‘proactive and preventative’ by having a central focus on it. Mental Health needs to be ‘the How, the What, and the Why’ of schools in the future. 

Student wellbeing is THE key to a better world – it is crucially important to a sustainable future.

The post MAKE STUDENT WELLBEING THE PURPOSE OF SCHOOL appeared first on Green School Bali.

These are big questions, and questions we, at Green School, can answer in many ways. 

One of those answers is: ‘BioBus’

Green School Bali sets the bar high with its mission: A community of learners making our world sustainable. To move towards this mission, we have created a new model of what a school can look like, what a school can do, and how we learn – our school has ‘Impact’ as a learning outcome. This isn’t an experiment. This is a school educating for the future, where our students – and, really, our whole community – make a difference in their lives and in the world, now and into the future, as part of their learning journey. How do we do that?

The BioBus program started in 2014 after data from a student-led sustainability audit shed light on our community transport footprint. Our community had to get to school from three different areas in Bali – too many cars were adding to our carbon footprint.

Students and teachers in High School – with parents and other experts – took this as a challenge. Our students researched bio-fuels and (one of the many ‘light-bulb’ moments) realised we could be running a school bus network on refined used cooking oil. The ‘light bulb’ almost popped when more research showed the positive impact of taking dirty, over-used, unhealthy cooking oil out of the kitchens and drains of Bali. A ‘win-win’ situation. Actually, there’s more wins than two.

From the lightbulbs came a school bus service (7 buses in total) that our community uses to get to and from school, and around Bali on our various learning adventures – created through a learning programme design (not a separate side-project) and embedded in the experiences of being at Green School Bali for a cross-section of our community.

The BioBus mission is to provide sustainable transport services to GS and the local communities by offering sustainable transportation, solutions to health and waste problems around used cooking oil by converting it into biodiesel, and deliver real-world, integrated learning to the youth.

Each month the BioBus fleet saves 7 tons of CO2 from being released into the atmosphere. More than 40 entities (including hotels, restaurants, schools, and households) around Bali donate their used cooking oil, with the student team, called ‘The Grease Police,’  collecting around 2,000 litres per month.  

So what are the learning outcomes from the BioBus project, you must be thinking? One of the most beautiful things about thematic, project-based learning is the abundance of integrated learning experiences that are a part of a single project, and BioBus is no different. The learning outcomes include: project design and implementation, marketing and public relations and social media, donor business management, geology, fuel and future energy generation systems (leading to mechanical engineering), organic chemistry all the way to transesterification labs, a partnership with a refinery, more experiments and business activation using byproducts (BioSoaps and more), finance Mathematics and data analysis, web design and App coding, written and spoken presentations (local to global) and community-service. 

Let’s be more innovative and aware of the purpose of education with ‘student learning outcomes’. Real life-long learning outcomes are based on skill development and value manifestation. Real learning is about thinking critically, thinking creatively, thinking in systems, solving problems, adapting, being aware, collaborating, activating, and communicating. And the foundation to this learning is living into values – doing the right thing to make something better – community, responsibility, integrity, equity, empathy, sustainability.

Real learning on so many levels – learning that makes the world a better place. 

The BioBus program is now part of a bigger carbon reduction movement with the school. Projects across transport, recycling and composting have been complemented by carbon capture initiatives including the regeneration of a mangrove sanctuary and bamboo planting. Each project is complex and challenging. Each project is impactful and measurable. We lean into this and learn as we go.  

Now think ‘Big Picture’. The BioBus program is a regeneration tool. At Green School we believe education is one of the most – if not the most – important levers for a sustainable future. A subject or project, a learning experience, at school can be a mechanism for transformational impact. This should be the central focus of schools. The BioBus is just one example from Green School Bali where the learning programme has been designed to create that transformation impact on our communities and our world.

The post THE WHEELS ON THE BUS (OF CHANGING EDUCATION) GO ROUND AND ROUND appeared first on Green School Bali.

His Vision: Allowing the vision to continually evolve alongside his own passions and interests.

When we approached Chayton to share his Green School journey, he hesitated. “I’m still figuring out what I want to do with my life,” he told us. Perfect. These are exactly the stories we need to share. 

It’s an all too common misconception among graduates that they must have their life’s purpose figured out before they walk on stage to receive their diplomas. At Green School, we love when our students, like Chayton, graduate with an open mind. When they continue to follow their curiosities and interests. Those interests become the seeds that grow into a life of meaning and purpose and – in Chayton’s case – even an actual forest. 

Chayton recently co-founded Junglo, a company focused on reforestation and recovering native ecosystems in Indonesia, with his friend and former teacher at Green School, Pak Mo. “Planting a tree is so rewarding,” he says. “I really appreciate nature and trees and it’s cool to build forests knowing that in 20 years there will be giant trees there for someone else to enjoy, and that I had a hand in bringing back a little bit of biodiversity somewhere.”

While he enjoys his work with Junglo, he continues to keep his options open in terms of what career path he might explore next. “For me, it’s not like I woke up one day and knew my life purpose was to restore all the forests in the world. Working on Junglo came from a random opportunity that sounded interesting and fun, so I said yes.” 

“I’ve now known Chayton for close to a decade. Ever since he was a kid, all the way until today,” explains his co-founder.  “He is one of the most curiosity-driven persons I’ve ever met. It seems like he never lost that sense of wonder that is so present in all young children – he is still that kid that’s constantly asking, ‘Why?’ It’s his super power.”

At Green School, our extraordinary teachers, like Pak Mo, lead by example when instilling a life-long love of learning in their students. “So many of our teachers weren’t always educators, but did a lot of different jobs before coming to Green School,” explains Chayton. “They have all of this cool experience to share, so you can learn a lot from just talking with them about life.” 

This philosophy of seeing every new experience and challenge as an opportunity to learn something new – about yourself as much as about the subject at hand – is something Chayton really took to heart. During his 12 years at school, he took every opportunity to get his hands dirty and try something new. His school projects included building an artificial coral reef, learning to refine used cooking oil into biofuel, experimenting with insects as a sustainable food source, exploring soil microbiology and regenerative farming practices, and deep-diving into the uses and benefits of fermentation, which was the focus of his senior year Greenstone presentation.

Chayton working on his fermentation – or “FermenChaytion” – project in the Green School iHub

One of the most impactful memories from his time at Green School took place during a student service trip to Raja Ampat. Chayton remembers sitting around with his teachers at night and talking about life, asking the big questions and sharing each other’s perspectives. 

“That moment really left an impression on me,” he says, reflecting on how his teachers – during the trip and in day-to-day interactions at school – always spoke with students as equals. It’s a dynamic that intentionally empowers students to take responsibility for their learning – one of Green School’s iRespect values. It also creates an environment where deep discussions about life, goals and purpose take place more naturally. 

Today, Chayton is excited to be working with Mo on Junglo, which has already planted four native forests in Indonesia using the Miyawaki Method. Eventually, he hopes the project can help restore more natural beauty and biodiversity to the country he’s called home for most of his life.

Pak Mo and Chayton present to Green School students about the Miyawaki Method of reforestation

His advice to students everywhere is to do the same. “It might sound cliche, but you should really just do whatever you enjoy, or even just think you would enjoy. Try it out – even when it might be more tempting to go to the beach. You might do it, and it really sucks, but you will learn something in the process, and that alone is so valuable.” 

“Being open to learn and experience just about anything, has opened up countless opportunities for Chayton,” emphasizes Mo. “It’s been such a privilege to see his growth and I can’t wait to see where else his curiosity will take him in the years to come.”

The post Alumni Stories: Sowing the seeds of curiosity at Green School appeared first on Green School Bali.

This year’s theme for Earth Day was Investing in the Planet, and we demonstrated the many ways – big and small – in which we want to leave this world a better place. Whether that’s planting trees to invest in a future of forests, biking to work or school to invest in a future of carbon free transportation (not to mention, investing in our own physical wellbeing!), or enjoying food from local farms to invest in more sustainable and community-oriented agriculture – every small step we take can add up to real change, a healthier planet and a better future for our children.

Green School Middle Students planting rice on our campus rice fields

Earth Week started with a community planting day. Students from every Learning Neighborhood put seeds into the soil, which will one day become machines for soaking CO2 from the atmosphere and storing it in the Earth to regenerate the land. High School students planted 18 seedlings – one for each graduating student! Parents, faculty and staff got in on the action, too, taking plants home to keep into their gardens. 

On Wednesday, we observed a power down day, where the community was encouraged to put away technology, and build human connection. Students instead took notes by hand, engaged in face-to-face communication and reduced their overall screen-time. We all reflected on the ubiquity of devices in our daily lives and the power-consumption those devices demand.

Students, staff and parents participate in a community bike-to-school ride on Thursday during Earth Week

Thursday was a day to focus on transportation. A few weeks ago, our Middle School students conducted a vehicle audit of all the vehicles that showed up at Green School Bali. The result? They estimated our community’s total carbon footprint for one day of travel to be about 1000kg! To counter this, students and faculty were encouraged to carpool to school, or hop on our school’s Bio Buses, which are powered by used cooking oil collected from restaurants across the island. Our High School student, Fynn, and Green School parent, Wayan, also led a “Bike Bus” cycling group from Canggu and Ubud all the way to the school, with 36 people – including students, faculty, parents & staff – joining from both locations.

“It’s lovely seeing Green School’s unmatched liveliness and vibrancy back during Earth Week,” says Grade 10 student, Dipta. “We’ve learned many things throughout the past two years and witnessing our values and resilience strengthen, it was very fitting especially during our Spirit Friday reunion.” 

The week culminated with an extra special, Earth Day rendition of our Green School Bali Spirit Friday, a day full of food, music, games, and markets here on our bamboo campus. That morning, our Early Years students joined their parents on a trash walk in our campus neighborhood, while later in the day, several of our Local Scholar parents helped initiate an incredible art installation, which our entire community collaborated on. 

Green School Early Years Students and parents cleaning up waste on a morning trash walk

“My Earth week experience was very exciting and meaningful!” shares Grade 8 student, Lalita. “I enjoyed planting paddy rice and getting the chance to connect with nature. I enjoyed No Screen Day because I had time to connect with my friends and teachers by walking around our beautiful campus with them. And Spirit Friday was really fun! It was the first time that the whole school came together in so long.”

The final work was a giant globe, displayed during Spirit Friday, made entirely of compostable materials, representing both our global community and our love for this incredible planet.

We all, as a community of learners making our world sustainable, have a responsibility to always be aware of our impact on the environment, and continue to take meaningful action to regenerate our ecosystems. What action will you take today for our planet?

Green school parents performed Balinese dance accompanied by a traditional instrument, Gamelan, during our Spirit Friday event.

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But – of course – we all know that people learn more effectively when they are playing. Right?

I read recently that neuroscientists have found that it takes approximately 400 repetitions to create a new neuronal connection (that is, to learn something new) – except when playing, when it only takes 20 repetitions. 

Wow … think about it.

As educators, why would we create experiences that weren’t fun and playful?

I do lunchtime duty every Thursday in the Early Years. It is, without doubt, the favourite calendar reminder I get. I’m serious about health and safety, and our pre-K and Kindy students push it to the limit. The swings, the pond, the bamboo pirate ship, the hose (water, water, everywhere (!)) – our Early Years Wonderland is awesome. It is set up for students to play. And I see so much learning. Whilst our students play I see them learning life-skills – collaboration, problem-solving, critical and creative thinking, communication; I see them build mindsets – empathy, integrity, trust, community. When I talk to the Early Years teachers about it, they tell me that the playground is just an extension of ‘classroom time’ – and that students are ‘always playing’ throughout the whole day.

Our Early Years learners feeling the muddy earth squish between their toes

Many pre-K programs are play-based and we are happy to have ‘play time’ be the normal mode of learning. But then, somewhere along the way, people start to separate play time from learning time. Somehow, the academic outcomes and achievement standards become so important that some schools/teachers think it is more important to sit in rows, at desks, doing repetitive and boring activities to hardwire new learning. And play time becomes something that happens when students get a break from learning. 

When I taught Middle School Maths, a quarter of my weekly class time was spent playing games. Our Middle School Thematics often turned into role-play game-style units. Students in elective art classes designed and built their own games. These opportunities gave students a chance to learn through play.

I know there’s limitations to how far a play-based pedagogy can go. But, we need to keep providing opportunities to play for our older students. And for us as adults, too. So let’s not stamp out the joyful, real-learning moments of play. Let’s not put ‘Learning’ into a separate category to having fun and playing. 

If we truly want our students to learn, then let them play.

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Imagine spending two years in a research facility meant to replicate our Earth’s biomes. A wave-machine powered ocean, savannah grasslands, and a 20,000 square foot rainforest, and thousands of animal and plant species bundled into a three hectare space, and your job is to attend to them everyday. This was the reality for eight individuals who led the Biosphere 2 mission thirty years ago. 

Present day, three of the Biospherians have come together to create the Biosphere Foundation here in Bali, which us Middle School students had the chance to visit as part of our Integrated Study Unit (ISU): Finding the Balance, Becoming Better Biosphere Stewards. This ISU course offered by our teachers, Ibu Laura and Ibu Angie, centered around researching and learning about our Earth’s interconnecting natural systems.

One of the original Biospherians, Abigail (Gaie) hosting a Q&A session with our class.

Situated in the Northwest of Bali, the Biosphere Foundation is a property built in proximity to tons of different ecosystems. As soon as we arrived it was clear just how attentive to detail they were, as every environmental consideration had been thought about. There was a wastewater garden that used the roots of plants to clean all of the Foundation’s dirty water. Their electricity was made through solar and, due to having more than enough for themselves, they are able to give some of that electricity back to the community! Even the pavements we walked on were spaced out, so grass could continue growing around them. 

During these three days, our class, the Biosphere Stewards in training, had the opportunity to trek through mangroves, snorkel to observe coral, and hike up the mountains. We got to see first-hand how the ‘Ridge to Reef’ concept took place, observing how soil from the top of hills would bring sedimentation into mangroves, which then filtered everything out to reach the ocean.

Students collecting trash during our mangrove walk near the Biosphere Foundation.

Time and time again, it would be clear to us just how much trash there was. Our group found all forms of plastic attached to the roots of the many mangroves we encountered. In the sea, we weren’t even able to swim a couple meters before seeing (or bumping into) wrappers and bags. So our group participated in trashwalks and managed to collect copious amounts of the trash! 

From meeting Gaie (one of the eight Biospherians), to having the chance to meet local pioneers dedicated to this sustainability cause, we’re all so grateful to have had the opportunity to create memories and officially become Biosphere Stewards. Thank you to Ibu Laura and Ibu Angie who organized this ISU and Rosarmy, Sequoia, Ezequiel, Regia and the rest of the amazing team at the foundation that we got to meet during our stay there. 

If you’re interested in visiting the Biosphere Foundation and participating in any of their programs visit: https://biospherefoundation.org/

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