The following is a letter of gratitude sent to Toimata Foundation, from researcher Rachel Procter, University of Exeter, sharing a recently published paper written about her PhD exploring how schools can be supported to nurture healthier and more environmentally conscious young people.
“In the early stages of my research, I undertook an evidence review into what practices and policies schools take around the world and what types of approaches are considered to be most beneficial. Holistic, systems approaches which help to nurture critical thinking, are action oriented and take a long-term approach were considered most beneficial, and Enviroschools stood out amongst the evidence as an approach which was innovative, longstanding and equitable in terms of honouring and learning from wider knowledge’s outside of western scientific medical models. This is what brought me to Enviroschools during the second half of my research, and with your gracious and generous support I was able to interview 26 facilitators, teachers and co-ordinators to learn more about how implementation works! Thank you again so much for your support and thank you to all those who generously talked with me and shared your wisdom and experiences.” – Dr Rachel Proctor, Lecturer in Public Involvement and Public Health, University of Exeter UK
Excerpts: Rachel Procter et al “Process and practice in New Zealand Enviroschool implementation” – Wellbeing, Space and Society, Volume 7, 2024
“This study explored the practices and processes associated with implementing the New Zealand-based Enviroschools approach in mainstream early years, primary, and secondary schools. Enviroschools utilises a complex adaptive systems approach conceptually and in its approaches to implementation. Two themes were developed to situate and describe participants’ experiences of implementing the approach: forming relationships through attunement and sustaining relationships through critical reflection. Both of these themes were strongly relational and speak to the value of applying a relational lens to understand the implementation of systems approaches, particularly in school settings.” – quote from the paper discussion: Rachel Procter et al “Process and practice in New Zealand Enviroschool implementation” – Wellbeing, Space and Society 7 (2024)
“Our findings suggest that there is a need for and an appreciation of systems approaches to nurturing wellbeing and sustainability in school communities and that extending systems thinking to the implementation of these approaches can help to bring the interconnections between health and sustainability to life in meaningful ways.” – quote from the conclusion: Rachel Procter et al “Process and practice in New Zealand Enviroschool implementation” – Wellbeing, Space and Society 7 (2024)
You can read the full paper here: published in Wellbeing, Space and Society, Volume 7 (2024)
Congratulations to Rachel for successfully completing her PhD and for the publication of this academic paper.
Banner image: Enviroschools Theme Area Living Landscapes Frontispiece.