An unusual subject has found its way into the curriculum of schools in Niger: trees. As municipal authorities across the Sahel country work to adapt to extreme heat and other effects of climate change, the value of urban forestry has gained increased recognition.

“This is really an opportunity to combat climate change and poverty at the school level, and at the same time, educate students to understand the importance of trees in cities,” Moussa Soulé, from the University Dan Dicko Dankoulodo in Niger’s second-largest city, Maradi, told Mongabay. Soulé, whose research focuses on climate change and land use, has conducted several studies on trees in Maradi and the capital, Niamey, most recently one on the ecological environment in schoolyards.

According to Soulé’s findings, forests in schools have a multitude of positive impacts on learners, including improving air quality, enhancing education, and regulating microclimates. Shaded areas under trees can be used as classrooms, especially where school buildings are overcrowded or under-resourced.

“We said let’s go and see what the function of such forested school spaces is and we found, among other things, that they are important to break the heat for the students, because climate change is impacting the quality of education,” said Soulé.

The Sahel stretches across West Africa, from Senegal and Gambia to the Central African Republic. This region of grasslands, dryland forests, and desert, is characterized by high temperatures and a long, intense dry season. In recent years, Niger, at the heart of this region, has experienced frequent, sustained heat waves during which temperatures have risen to above 45 degrees.

Research has shown that trees in cities can enhance quality of life by regulating temperatures, reducing air pollution, and supporting public health. Higher tree cover has been associated with lower mortality rates and better overall well-being. It can also enhance students’ academic performance.

Urban forestry has been recognized as a tool to mitigate the effects of global warming in African cities, where rapid urbanisation has put increased pressure on surviving green spaces.

As part of his research, Soulé assessed the biodiversity and carbon sequestration potential of trees growing in urban schoolyards in Niamey and Maradi. Working across 60 schools, he found a total of 62 woody species from 31 families. Around 40% of these were fruit trees. But the neem tree (Azadirachta indica) accounted for almost two thirds of the trees he recorded.

Neem trees are indigenous to India. They were introduced in Niger in the 1960s with the idea to fight increasing desertification. A fast-growing species which is drought adapted and can provide shade, neem trees are a popular species in urban forestry around the world.

Besides assessing tree abundance and variety, Soulé also looked into students’ awareness of trees and local biodiversity. He found that many knew little about trees and animals. He says this may be because schools have not yet integrated students into the planting of trees, or made use of the green spaces in school yards as tools for botanical education.

Niamey’s Decroly School, which follows a child-centered alternative approach to education, has made trees a part of its curriculum. With the aim of cultivating ecological literacy and fostering a deeper connection to the environment, the school introduces their students to concepts like composting, soil health, and tree maintenance, explained the school’s founder, Hama Ramato.

“We speak of the plant, the soil, how to prepare a compost, how to maintain a tree… all of that is part of the curriculum.”

Ramato added that trees in schoolyards are also a way to make education more practical. “The children are very interested and some prefer these activities to the theoretical classes. We need to combine theory and practice,” she said.

Beyond the opportunities trees provide for strengthening green education, green spaces within schoolyards can also improve nutrition for students, and provide schools with some income or even material for construction.

In season, fruit-bearing trees like mango, guava, or moringa provide a welcome and nutritious supplement to school meals.

“Trees in schools mean a lot of things for the students. First of all, there are fruit trees which allow us to eat from them, like mangoes. Personally, I eat these fruits at school. Also, students can sit under those trees to rest when they don’t have classes,” said Almoustapha Souley Bilali, a student from the School of Communication and Media Sciences (L’École supérieure des sciences de la communication et des médias).

Urban expansion and development are often in direct conflict with the creation and maintenance of urban forests. Soulé identified schools as well positioned to support protection and expansion of tree cover in the country’s cities.

“[Schoolyards] are where we find a large space within an urban environment. We are beginning to understand that vegetation is returning because they are protected areas, the trees are watered and looked after by the students.”

He recommends that all schools incorporate tree planting into their environmental and infrastructure planning, and students should be actively involved in planting and caring for trees at their schools.

By doing so, schools in Niger can become centers of ecological restoration and resilience that defy the pressures of urbanization. “We need to think about how to protect ourselves against desertification, if we want to stop desertification we need to think about planting,” Ramato said.

The Decroly school’s principal said that students still need to gain more knowledge about the importance of trees and their values and qualities of giving shade, air, and food. “We are an arid country so the trees have a big value in protecting the soil.”

Brah Souleymane contributed to this article from Niamey. Souleymane is a member of the African Network of Francophone Environmental Journalists (RAJEF) launched by Mongabay Africa journalism fellows.

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Banner image: Schoolchildren walk to school in Niamey, Niger in 2013. Image by Gustave Deghilage via Flickr (CC BY-NC-ND 2.0)

Citation:

Soulé, M., Nyamekye, C., & Abdoul-Azize, H. T. (2022). Woody species in the urban schoolyards in West Africa Sahel cities in Niger: Diversity and benefits for green schools. Discover Sustainability, 3(1). doi:https://doi.org/10.1007/s43621-022-00092-9

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