New high-rise schools need green spaces for students to grow: Secondary students at some of Brisbane and Melbourne’s new inner-city “vertical schools” are craving outdoor green spaces to help them feel connected to their environment while also supporting their development.
A recent University of Melbourne study has found secondary students at some of Brisbane and Melbourne’s new inner-city “vertical schools” craved outdoor green spaces to help them feel connected to their environment while also supporting their development.
As space tightens across capital cities, vertical schools of more than four stories high are being built at a rapid pace. However, there is limited research into how these new types of schools should be designed and the effects these multilevel buildings have on students.
Research lead Tim Baber from the University’s Learning Environments Applied Research Network (LEaRN), said all students who participated in the study not only valued their relationships with natural elements but actively sought experiences with them.
“Student participants desired close interactions with plants, natural light, breezes and other natural systems, highlighting the important role that natural elements have in the development of adolescent identities,” Mr Baber said.
“Given the rapid emergence of vertical schools in Australian cities, this research was timely as it provided insights into the relationships adolescent students have with their urban school environments, including how they relate to often limited outdoor spaces and reduced contact with natural elements when compared to more traditional ‘low-rise’ schools.”
Students who participated in the study said they valued the “green” against the “grey” that the high-rise views of local parks and green spaces offered. One student explained that the gardens located near their school made them feel “inspired,” while another stated that the gardens represent “freedom.”
The study raises questions about students’ relatively limited exposure to nature and green spaces in vertical schools, which have currently limited regulations around green space requirements.
The lack of green spaces for students is not only an issue for architects, educators, and education authorities in relation to improved school planning and design, it also highlights the role that the natural environment plays in fostering students’ sense of belonging and sense of identity.
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