Co-creating green and edible walls and planters with children: a case study in an urban primary location

Schools have the potential to play a vital role in supporting children’s health and well-being and there is an increasing recognition of nature's rule in school design. Connection to nature is essential in children’s wellbeing, horticultural and scientific knowledge, as well as environmental awareness. This chapter discusses that the design of learning spaces (indoor and outdoor) needs to consider this nature-connectedness. It proposes that vertical surfaces and living walls offer a solution in urban schools, when the school ground often has limitations for growing plants and edibles. This study is based on my empirical research funded by The Royal Society (Partnership Grant, 2020-22) and Exceptional Research Grant (2023, the University of Portsmouth) in an urban primary school in West Midlands, England. The chapter explores the eco-centric design of leaning spaces by installing green living and edible walls and planters in indoor and outdoor spaces. The study aims to assess the impacts of growing and taking care of the plants and edibles on children’s learning, feelings, and wellbeing. It also aims to evaluate the impacts of the green walls on the quality of air as well as environmental awareness. It utilises participatory research methodology with schoolchildren to co-create these living walls with them. This chapter presents children’s views, their feelings and interaction with these living walls and planters. This study was a pilot project from which other funded studies have developed in four other schools in England. Thus, the chapter presents the pilot study as a successful model and argues that vertical surfaces and living walls should be more widely adopted in classrooms and outdoor spaces in urban schools.