Sandy Seeds to set pace for mindful ecological education in UAE
Dubai - Sandy Seeds, the UAE’s first mindful ecological education programme, is a grass-roots initiative offering a universally recognised curriculum that focuses on food education and technology, eco awareness and mindfulness.
Sandy Seeds, founded by Justine Bain, includes community workshops, research education and food technology programmes along with the design and implementation of gardens at schools in addition to teacher training in edible gardening and mindfulness.
Bain and her partners Jennifer Small and Kamelia Bin Zaal said they hoped the initiative will have positive effects on the younger generation. The project aims to address childhood obesity, mental health issues and food education.
“When my first born started school, I was already aware of the global statistics and that stress and diet-related diseases were massively on the rise, mental health disorders were reaching an all-time high in our younger generations and this made me feel very uneasy for my own child’s future, so I decided to act,” Bain said.
She began a 21-month pilot study in the Dubai English Speaking School (DESS).
“The response from the school, the parents and the children was truly outstanding,” she said. “That prompted me to take it to the next level and build a strong team that could help me reach out to other schools and the community at large.”
Small has a background in business administration and education and advises on daily operations. Bin Zaal is an award-winning Emirati garden designer committed to protecting and enhancing the environment.
As the Sandy Seeds team look to launch its programme in September, their curriculum would be offered to both English- and Arabic-speaking schools. They said they hoped to generate interest from all curriculums.
“We first advise the schools to take on our resources,” Bain said. “If the school does not yet have a garden or an area for cooking or practising mindfulness, then we can help them with this.
“The next recommended stage is training. It is very important for the sustainability and the success of the project that faculty is armed with the expertise to carry out the initiative and make it a whole-school approach. We also like bringing in the wider community and the parents, so everyone is speaking the same language,” Bain said.
“Bringing the produce to the table is just one aspect of the programme, albeit an exciting one for all involved. It does vary from school to school depending on budget, space and how prepared they are.”
Sandy Seeds has grown in alignment with the government’s establishment of wellbeing initiatives “as it works in unison with schools to ensure wellbeing is top priority among all educators alike,” Bain said.
“Sourcing an education that offers all our children a chance to thrive on a social and emotional level is just as important as academia.
“Aside from creating calmer learning environments for our children, mindful education encourages us to look at the positive cognitive benefits of greater focus, attention and improved grades for the students.”
“From a social and emotional perspective, we see greater emotional regulation and compassion and, from an overall wellbeing view, we see a decline in obesity, anxiety, depression and stress. It truly is a life skill that should be offered to all,” Bain added.
Bin Zaal said: “It’s really as creative as each school wants it to be. The children themselves can get involved and help design planters that are made out of recycled materials such as plastic bottles or old tires.
“However, we offer more than just edible gardens. As a landscape designer, I can help the children and teachers get the most out of the spaces they have available and hopefully within a budget that is feasible. It is about trying to get the children involved as much as possible from the start. It’s a group effort.”
About incorporating “mindfulness” in classrooms, Small said: “Our trainer engages with faculty and addresses any concerns they may have prior, or during the training process. As a result, we find the teachers reciprocate the adoption process with their own students, which supports a smooth transition.”