Reimagining Education: 62 Forests, 62 Schools, One Community-Led Vision

In the Aurangabad District in India, summer temperatures often surpass 40°C. Thanks to rapid urbanization and deforestation, 94% of the land is devoid of tree cover, and communities are often left vulnerable to extended periods of drought and erratic monsoons. But a groundbreaking initiative is restoring both nature and hope.

The goal? Plant 50 pocket forests across 50 rural schools, reconnecting 6,000 students, teachers, and the surrounding community with nature and ecosystem restoration while addressing critical climate challenges.

“Planting forests directly combats heat stress by creating shaded microclimates, reducing surface temperatures, and improving air quality,” explained Natasha Zarine, Co-Founder and Managing Director at EcoSattva Environmental Solutions. “Forests also improve soil health, prevent erosion, and help restore water cycles.” In other words, they could directly tackle the biggest obstacles of the region.

The project began in 2020, with the aim of empowering and upgrading the educational experience of children in rural areas around the region. Instead of relying on traditional tactics like adding a chapter to the students’ curriculum, the government wanted to nurture environmental consciousness by bringing environmental learnings to life.

A government official had witnessed the impressive growth of a pilot forest and was stunned by the impact it had on her — it made her want to plant more forests. She thought giving students the opportunity to plant trees themselves and see the forest grow before their eyes may have a similar impact on them. The government launched the initiative in an effort to encourage student connection with the trees and surrounding environment.

Getting the forests planted with the pressures of a global pandemic and a looming monsoon season was not easy. The team first spent months studying different plantation methods in an effort to understand costs, maintenance requirements, and survival rates. They consulted a retired botany professor who specializes in native forest species and made field visits to the Gautala forest to better understand which species thrive in different conditions and soils.

Rather than plant a forest on school grounds and see how members of the school felt about it, the initiative required deep involvement from the community. Participation was voluntary and schools had to make a number of commitments to be involved. The team led participating teachers and headmasters through extensive trainings to learn the Miyawaki method, native species selection, and soil preparation. Teachers then trained the students in the method, with a small group of students forming a taskforce who in turn taught their friends and classmates.

Many of these children were so excited about the planting that they replicated a traditional pilgrimage called a wari, ceremonially transporting saplings on a palkhi or litter into the grounds that would become the forest. Members of the school community participated in the planting and have taken turns caring for and maintaining the forests.

While the Miyawaki method itself is prescriptive, everything else was left up to the schools. Students enthusiastically embraced the project and brainstormed creative solutions to challenges, such as marking forest boundaries with flour mill surplus. They were largely given free reign, which encouraged students to innovate and try new things, thereby fostering a sense of ownership and pride. Ideas and inspiration spread across schools, creating a multiplier effect.

Where schoolchildren once had to play on barren land, they now have a cooler and more enjoyable environment. Some teachers use the forests as outdoor classrooms and students love being able to learn outside. Several forests also feature medicinal or edible plants, such as Arjun and Bhokar. At one school they’ve even launched a “forest to table” initiative where students enjoy their midday meals spiced with this forest produce. In this way, they’re exposed to the ecological, cultural, and health benefits of the plants on which the ancient Ayurveda is based.

In just four short years, these forests have achieved a nearly 95% survival rate and are thriving with minimal maintenance, able to withstand the region’s cycles of extreme heat, drought, and heavy rainfall. Anecdotal evidence shows that areas around the forests already experience improved soil moisture retention and temperature readings have found up to a 10°C air temperature reduction between the forest and the surrounding open area. These microclimates are a key ingredient to combating heat stress and the successes are a testament to the community’s commitment and dedication.

Teachers and students alike have built a newfound connection with nature. One teacher, who had watched all the trees in his village disappear over the years, marveled at seeing native species thrive once again. He didn’t believe it possible to restore a forest at all, let alone so quickly. Students, too, have developed emotional connections to the forests, ensuring their care even in times of water scarcity. Some students even celebrate the “birthday” of the trees in their forest, making a cow dung manure cake to honor them.

Government schemes have long encouraged planting trees, but these pocket forests have become the missing ingredient to begin to bridge the gap.

The school community is relearning how to coexist with the forests. But the government has received an important lesson as well: the combination of a plan, collaboration, and the right scientific approach enables meaningful change. Large-scale community projects don’t just work, they can be replicated too. In fact, excitement surrounding the forests has grown to such a level that the team planted pocket forests at another 12 schools this summer.

The success of these forests have shown young people that even in the face of daunting climate challenges, positive change is possible. “We are letting the next generation know that it’s not all hopeless. By involving children, we teach them that by nurturing forests they can build healthier, more biodiverse environments,” Zarine said. “It’s a lesson in coexistence and resilience, empowering them to become environmental stewards for a sustainable future. And, if you’re organized and systematic about it, you can bring about change — fast.”

Discover the all SUGi Pocket Forests in India.