A few months ago, I had a great morning with my 6-9-year-olds in our school’s courtyard garden in Chicago. I teach at a public Montessori school where students from across the city come together, reflecting Chicago's diverse racial, cultural, and socioeconomic backgrounds. It was a particularly warm morning, so we took our work outside to enjoy the weather. Conner, eight years old, set up at a picnic table under a large pine tree. Puzzled to find his work folder stuck to the table, he asked Ms. T, a support staff member, for help. They were both confused on what this was. I informed them it was sap, which caught me off guard. I had spent much of my childhood climbing the trees in my backyard in the suburbs of Philly with my hands often covered with it.
This led to an impromptu lesson filled with questions like, "Why is sap coming out of the tree?" and "Why is it so sticky?" The kids experimented with the sap, sketched their observations, and noted more questions to research back in the classroom.
It was beautiful.
We are truly fortunate to have a garden in our urban school. I am thankful that my class is free to explore this natural world hidden right in our very own courtyard. This learning activity was not structured around something like a teacher-directed worksheet on trees, asking students to circle a letter to demonstrate their learning. Rather, it was guided by their interests and natural curiosities that emerged during our class outing. In this moment, directed by the child, we found something that cemented the learning in their lives, something that would make the learning sticky.
I am eager to create a school focused on making learning sticky, with Mountain Laurel Montessori being a place where we are “Outside Everyday,” using the natural learning materials of our urban environment. By integrating outdoor experiences into our daily routine, we will transform the city’s parks, gardens, and streets into dynamic extensions of our classrooms. This approach will allow students to engage in experiential learning that is driven by their interests, helping them to see their environment as a rich source of knowledge. Our goal is to make learning not only more engaging and memorable but also to foster a deeper connection to the community and a greater appreciation for the natural world, even within an urban setting.
This experience in the garden also led to a larger conversation about structural inequalities later that day with my colleague. She remarked that even as a 51-year-old woman, she had little knowledge of tree sap, explaining how she spent very little time outdoors while growing up on the West Side of Chicago. We talked about how some children growing up in this urban environment may not always have this access to nature and surely not within their school day. We acknowledged how privileged our school was to have such a resource. We were both eager to ensure that our future students would not miss these opportunities.
The Importance of Equity in Access to Nature
This morning in the garden was a powerful reminder of the Wildflower Network’s principle of equity, particularly as it relates to access to green spaces and the natural world. In urban environments like Philly and Chicago, access to green space is not a given for all children. Children from lower-income families and those belonging to racial and ethnic minorities are significantly less likely to have access to high-quality green spaces. This inequity is often a result of urban planning decisions that have historically favored more affluent neighborhoods, leaving underprivileged areas with fewer, less-maintained, and less safe green spaces (Rigolon, 2016; Wolch, Byrne, & Newell, 2014). For more information, check out the Green Living Plan Map, a project of the Green Living Plan coalition, Drexel University's Environmental Collaboratory, and The Academy of Natural Sciences.
The impact of this inequity is profound. Access to green spaces has been linked to numerous benefits for young children, including improved physical health, mental well-being, and cognitive development. Children who have regular access to nature tend to have lower rates of obesity, less stress, and better overall mental health. Conversely, children who lack access to green spaces are more likely to experience higher rates of obesity, stress, and developmental delays, contributing to widening health and developmental disparities (Jennings & Gaither, 2015). The inequity in access to nature thus not only affects physical health but also has long-term implications for a child’s educational and social development.
Our spontaneous exploration of sap under the pine tree is a perfect example of how nature can be an incredible catalyst for learning. When children are given the freedom to explore their environment, their natural curiosity leads to deep and meaningful learning experiences (Louv, 2008). This approach aligns with the Montessori philosophy, which emphasizes child-led learning and the importance of allowing children to explore and discover at their own pace.
However, this kind of learning is only possible if children have access to environments that stimulate their curiosity. Urbanization and the lack of equitable access to green spaces mean that many children, especially those in economically disadvantaged areas, are deprived of these opportunities. The research suggests that this lack of access can stifle curiosity and limit the scope of a child’s learning (Nesbitt et al., 2019). When children are confined to indoor spaces and rigid curricula, they miss out on the kind of organic learning experiences that make education meaningful and lasting.
Equity in Education: Ensuring Access for All
The conversation with Ms. T highlighted the importance of ensuring that all children, regardless of their background, have access to the kinds of experiences that foster curiosity and a love of learning. The Wildflower Network’s principle of equity calls for intentional efforts to create and maintain green spaces in all communities, particularly those that are underserved, to ensure that every child can benefit from the positive effects of nature on their development and well-being (Wolch et al., 2014).
At the school in which I taught, the children are fortunate to have a garden, but we must also recognize the broader context in which many schools and communities operate. In many urban areas, green spaces are scarce, and children’s access to nature is limited by factors beyond their control. This is where the principle of equity becomes crucial. It is not enough to provide a high-quality education within the classroom; we must also advocate for the equitable distribution of resources, including access to green spaces, to ensure that all children have the opportunity to experience the full benefits of a Montessori education.
Moving Forward: Building Schools that Prioritize Equity
As I reflect on that morning in the garden, I am reminded of the responsibility we have as educators to advocate for and implement equitable practices in our schools. This includes not only ensuring that all students have access to nature but also creating learning environments that are responsive to the diverse needs and backgrounds of our students.
At Mountain Laurel Montessori, our commitment to equity extends beyond the classroom; we are dedicated to advocating with the city of Philadelphia to campaign for better access to green spaces for all children. Policy changes could be implemented to offer tax breaks to developers that can open affordable housing near green spaces. Developing safe pedestrian and bike lanes can help families navigate the busy streets and highways that often act as physical barriers to parks.
I believe that the Wildflower Network’s principle of equity means creating schools that are not just academically rigorous but also deeply connected to the communities they serve. Mountain Laurel Montessori is excited to build partnerships with the numerous local urban farmers, beekeepers, arboretums, and conservatories. This commitment involves pushing for policies that guarantee all children have access to safe, well-maintained green spaces and designing curricula that encourage child-led, experiential learning.
At our school, we will continue to prioritize these principles, ensuring that every child has the opportunity to explore, learn, and grow in an environment that values their unique experiences and backgrounds. I am eager to see how we can continue to build schools that make learning sticky, not just for the privileged few, but for every child who walks through our doors, while also working to expand access to nature for all children in our city.
Final Thoughts: When Learning Takes Root
Equity in education is about more than just providing the same resources to all students; it’s about recognizing and addressing the unique barriers that different students face. By ensuring that all children have access to green spaces and opportunities for experiential learning, we can help bridge the gaps that exist in our education system. The Wildflower Network’s principle of equity provides a powerful framework for creating schools that are not only inclusive and accessible but also deeply transformative for all students.
As educators, parents, and community members, we must continue to advocate for policies and practices that ensure every child has the opportunity to learn in an environment that nurtures their curiosity, supports their development, and makes their learning truly sticky.
References
Jennings, V., & Gaither, C. J. (2015). Approaching environmental health disparities and green spaces: An ecosystem services perspective. International Journal of Environmental Research and Public Health, 12(2), 1952-1968. https://doi.org/10.3390/ijerph120201952
Louv, R. (2008). Last Child in the Woods: Saving Our Children from Nature-Deficit Disorder. Algonquin Books.
Nesbitt, L., Meitner, M. J., Girling, C., Sheppard, S. R. J., & Lu, Y. (2019). Who has access to urban vegetation? A spatial analysis of distributional green equity in 10 US cities. Landscape and Urban Planning, 181, 51-79. https://doi.org/10.1016/j.landurbplan.2018.08.007
Rigolon, A. (2016). A complex landscape of inequity in access to urban parks: A literature review. Landscape and Urban Planning, 153, 160-169. https://doi.org/10.1016/j.landurbplan.2016.05.017
Wolch, J. R., Byrne, J., & Newell, J. P. (2014). Urban green space, public health, and environmental justice: The challenge of making cities 'just green enough'. Landscape and Urban Planning, 125, 234-244. https://doi.org/10.1016/j.landurbplan.2014.01.017
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