Get Ahead College’s wellness garden has become a welcome retreat, where students and teachers can recharge and be mindful of natural beauty and the tranquillity it can create.
Get Ahead College is a subsidised, independent school in Komani in the Eastern Cape. We derive most of our income from school fees, and donations, primarily from our long-term supporters; the Leacock Foundation. About two-years ago the foundation donated funds for us to beautify our grounds, but it was decided it would be more beneficial if we mixed aesthetics and function.
As a school with a strong foundation of positive wellbeing education our slogan is “where every child feels worthy and validated”. As such, we are always looking for ways to strengthen the emotional and mental wellbeing of our students most of whom live in areas designated as townships, which are often deprived of parks and green space for the purpose of enjoyment.
This formed the backdrop for our initiative to not only beautify our grounds, but to create an intentional space for students to recharge and be mindful of natural beauty and the tranquillity it can create.
Creating an intentional space
The process of creating the garden led us to conversations with architects, designers, horticulturalists and contractors. We tried to include scientific information on wellbeing, aesthetics, fragrance and texture while also incorporating water-wise planting.
To maximise the impact of the garden and manage our budget carefully, we researched trends in garden, green-space, and recreational areas in schools, both locally and abroad. We looked into practical aspects, by observing lots of images of spaces, and considering materials and costing – one major learning coming from the field of biophilic design.
According to the Australian Teacher Magazine, biophilic design is essentially “about integrating urban settings with nature for the sake of the occupant’s health and mental wellbeing”. The benefits of Biophilic design in educational spaces are well documented and include increasing the rates of learning by as much as 20% to 25%, improved assessment results, better concentration, higher school attendance and a reduction in the impact of learning barriers such as ADHD.
A roadmap to work from
To bring the dream to reality, we reached out to some organisations and individuals to assist us with advice and input. A company called Man+Wife, based in Gqeberha, helped us to put some of our ideas on to paper, so that we had a roadmap to work from. This gave us the basic structure to create three separate spaces within the garden, using textures such as stone, bark and grass.
From there, we were able to assemble the garden, put the walls in place, install shade-sails, create pathways, purchase and build garden furniture and build a budget-conscious pallet fence.
Then it was time for planting. We initially consulted a landscape architect, Sarah Morgan, a South African now based in Australia, who gave us valuable advice on textures, fragrances and how to be water-wise. Next, we brought in the assistance of Jeanne Bowes, a locally based landscaper, who sourced the plants we needed, and guided us on planting and placing them. She also taught us how to maintain the plants.
Because we wanted to use the area for education as well as recreation, we incorporated a platform to present from, and seating options that can be used for group discussions and activities – providing a hub for both academic and wellbeing education.
The end result is a natural space that has become the heart of our campus, that, to paraphrase Shane Totten, allows us to use biophilic design principles that foster a strong sense of connection, order and safety.
According to Maslow’s hierarchy of needs, if you don’t feel safe you’re not able to aspire to higher levels of wellbeing. Our Wellbeing Garden allows us to feel safe, supported and present, it provides an intentional space to disconnect from technology and connect with nature.
With these needs met, we can more easily aspire to the higher levels of wellbeing, happiness and achievement, all of which are so important for the teenagers in our school.