NatureScot Research Report 1363 - Exploring engagement with Dundee Wee Forests and green spaces

Year of publication: 2024

Authors: Ward, K., Beresford-Dey, M., Frediani, K. and Lakin, E. 

Cite as:  Ward, K., Beresford-Dey, M., Frediani, K. and Lakin, E. 2024. Exploring engagement with Dundee Wee Forests and green spaces. NatureScot Research Report 1363.

Keywords

Wee Forests; local green spaces; nature connection; biodiversity; community engagement; social learning

Background

This report is set in the context of a range of government work related to engaging with nature and learning for sustainability (LfS) in communities and education contexts in Scotland. It sits within Scottish Government policy and initiatives and the work of NatureScot, Scotland’s nature agency.

Under a wider national Wee Forest programme supported by NatureScot, a total of four Dundee Wee Forests were planted in 2022 and 2023. These Wee Forests are now 18 months to two and a half years old and are used by the local community in a variety of ways. This research was commissioned by NatureScot to identify how school and medical practice stakeholders engage with their Wee Forests and for those who do not have access to Wee Forests, their local green spaces.

This was done by conducting detailed mapping of the Wee Forests and local green spaces in the Dundee Local Authority area and conducting research to understand the use of the Wee Forests and local green spaces by Dundee primary schools and the two participating medical practices.

Scottish Government Policy and Initiatives

The Scottish Government has, over the past decade, funded a variety of initiatives related to educational engagement with nature: They include One Planet Schools,’ (Higgins, 2014) and the LfS National Implementation Group’s publication of the ‘Vision 2030+: Concluding Report of the Learning for Sustainability National Implementation Group’ (Scottish Government, 2016) and the ‘Scottish Government Action Plan for Learning for Sustainability (LfS) (2019)’. These programs were followed by the Children’s Parliament research with nursery to S3 age groups: Children’s Parliament Investigates: Learning for Sustainability (2022) and the Learning for Sustainability: Young People and Practitioner’s Perspectives (2022) report conducted with young people aged from 14+. This work has in turn informed the Government’s refreshed LfS Action Plan 2023-2030: Target 2030: A movement for people, planet and prosperity (2023). 

It is clear from this body of work that the Scottish Government believe that children have an inherent entitlement to LfS, encompassing outdoor learning, to connect with nature through biodiversity rich environments, with related health and well-being outcomes. 

NatureScot Programs 

NatureScot adopted the Place Principle in 2019 (Scottish Government, 2019) which promotes working and planning with communities to support sustainable and inclusive economic growth and create successful community spaces. It is underpinned by the Scottish Biodiversity Strategy (SBS) first developed in 2004, revised in 2013 and renewed as the Scottish Biodiversity Strategy Post-2020 in December of the same year. One of the original aims of the SBS 2020 was to ‘connect people with the natural world, for their health and well-being, and to involve them more in decision making’ (Scottish Government 2013). The current Scottish Biodiversity Strategy And Delivery Plan includes actions to:  

• Enhance biodiversity in Scotland's green and blue spaces. 
• Engage and strengthen the connection between people and communities and
  nature.
• Embed biodiversity and nature in curriculum development.

At COP26, the UK government announced a vision to establish a UK National Education Nature Park initiative. The aim was to encourage nurseries, schools, colleges and universities to think of their collective grounds as one whole ‘Park’ with vast potential to help halt biodiversity decline. 

In response, NatureScot piloted the Nature Discovery Map Scotland which supports students to understand, interact with and explore diversity in and around education settings. The Scottish Government has approved further development of this toolkit, providing potential for schools to map local biodiversity features and identify opportunities to improve local nature. The Nature Discovery Map Scotland is part of NatureScot’s wider program of local and Scotland wide engagement that includes the Learning in Local Greenspace project (2021), the Greenspace Map for Outdoor Learning,  Dundee Nature Schools Exploring STEM and Nature (2023) project and the funding of Wee Forests across Scotland. 

Wee Forests are part of the global family of ‘Tiny Forests’. Wee Forests are tennis court-sized, densely planted and fast growing, multi-layered native species rich woodland in urban areas which combines the specific Miyawaki planting method with long-term school and community engagement through citizen science data collection and volunteer Tree Keepers. Wee Forests are one of many urban Nature-based Solutions (NbS) for social and environmental issues with benefits for long-term learning and play, biodiversity and local ecosystems services, and health and well-being. 

In 2021/22, NatureScot piloted 20 Wee Forests across Scotland including two in Dundee (Robertson Street and Douglas). Two more were planted in 2023 (Kirkton and Lochee). The accredited Wee Forest Local Delivery Partner was the University of Dundee Botanic Garden. Unique to Dundee was the development and planting of Wee Forests with the active participation of medical practices and on medical practice land. The Scottish Wee Forest Programme’s vision is to have a Wee Forest within a short walk of every school in urban Scotland and the Delivery Plan’s aim is initially for there to be a Wee Forest per school cluster. 

Findings 

• Question 1 findings, in relation to Wee Forests, indicate that six schools from a total of 33 primary schools in Dundee are within a 20-minute walk of a Wee Forest. A further two schools can reach a Wee Forest within a 25-minute walk, while 25 schools are located further than a 25-minute walk from a Wee Forest.
• In relation to local green spaces, 23 schools out of a total of 33 primary schools in Dundee are within a 20-minute walk, four schools can reach a green space within a 25-minute walk, while six primary schools are located further than a 25-minute walk to a local green space.
• Question 2 findings indicate local green spaces and Wee Forests are used regularly by a medical practice and semi-regularly by two primary schools. Two additional primary schools use these spaces monthly while the remaining 29 schools, less than every 6 months.
• Question 3 findings show that the main use of local green spaces relate to physical activity and sport, wellbeing or social activities. The Wee Forests were more likely to be used for curricular activities that incorporated understandings of biodiversity and child led nature enquiry.
• Question 4 findings highlight that the barriers to using Wee Forests and local green spaces are related to time (travel time and curricula time), resources, supervision, knowledge and transport. Some of these barriers could be overcome through better information and coordination.
• The research identifies an additional finding related to the ways in which the community stakeholders involved in the Wee Forests develop or become part of community networks that include community gardens and allotments. Much of their activity was underpinned by enthusiasm for growing, for biodiversity and sharing food with reciprocal support for each other in evidence.

Recommendations

1. Plant more Wee Forests. This research shows they become part of a network of community members involved in local green spaces and serve community amenity, education, biodiversity and networking functions.
2. Engage green liaison officers to work with schools, medical practices and community groups to formally connect isolated groups/schools to existing networks and provide information about opportunities for engagement in the Wee Forests and local green spaces.
3. Promote educational resources for schools and the community to assist them in understanding and engaging with the Wee Forests and their local green spaces. This includes the NatureScot educator resource Beyond Your Boundary.  Ensure there are specific elements within the resources that relate to Wee Forests including the Earthwatch Tiny Forest Education resources .
4. Develop Local Authority guidelines to support schools to address the barriers related to curriculum time and supervision to enable program structures for engaging in outdoor education activities.
5. Identify and resource learning for sustainability champions in schools and support them to work with teachers in the local authority to connect curriculum with outdoor learning.
6. Conduct longitudinal research for the next five years into the existing Dundee Wee Forests to determine use by school and community groups and the ways in which the Wee Forests and engagement with them develops.
7. Conduct longitudinal research regarding primary school use of Dundee local green spaces (and any new Wee Forests) to understand the way in which engagement in these spaces can support their actions related to their obligations under the Target 2030” A Movement for People, Planet and Prosperity: Scotland’s Learning for Sustainability Action Plan 2023-2030.
8. Conduct longitudinal research regarding secondary school use of local green spaces (and any existing/ new Wee Forests) to understand the way in which engagement in these spaces can support their actions related to their obligations under the Target 2030” A Movement for People, Planet and Prosperity: Scotland’s Learning for Sustainability Action Plan 2023-2030 obligations.
9. Conduct longitudinal research regarding medical practice use of the Wee Forests and local green spaces to identify the ways in which their practices and use of the Wee Forests and local green spaces develops and the impact this has on the community.
10. Conduct longitudinal research regarding the Miyawaki planting method and the impact that species choice, provenance, tree size and planting spacing/density at small-scale have with regards long-term consequences of viable woodland establishment, economically and for functional ecosystems and the subset of ecosystem services. Ensure this work is done in collaboration with Earthwatch UK’s Miyawaki Research Group and is consistent with their research in other parts of the UK.

Acknowledgements

Our special thanks go to Steven Douglas and Kevin Frediani from the University of Dundee Botanic Gardens for their detailed work on the mapping and its interpretation.

1. Introduction

In 2019, the Scottish Government published its Action Plan for Learning for Sustainability (LfS), stating that children and young people in Scotland have an entitlement to learn about sustainability. Learning for Sustainability, developed and informed by the work of existing Scottish Government’s funded initiatives: One Planet Schools,’ (Higgins, 2014) and the LfS National Implementation Group, culminated in the publication of the ‘Vision 2030+, Concluding Report of the Learning for Sustainably National Implementation Group’ (Scottish Government, 2016). The report identified five priorities for LfS focusing on learner entitlement, stipulating that every practitioner, school and educational leader should demonstrate LfS in their practice within a robust whole school LfS approach. This whole school approach should be reflected in school buildings, grounds and policies, and a strategic national approach to LfS should be established that supports this focus and commitment at classroom and school level.

The ‘Learning for Sustainability: Young People and Practitioner’s Perspectives’ (2022) report, was later commissioned to provide a snapshot of how LfS was understood and implemented across school and community learning and development settings working with the 14+ age group. This report together with the Children’s Parliament research with nursery to S3 age groups informed the Government’s refreshed LfS Action Plan (2023). Entitlement to LfS, encompassing outdoor learning, connecting with nature and thereby augmenting health and well-being was again iterated, whilst indirectly espousing the benefits of increased biodiversity. 

NatureScot have advised the Scottish Government (first as Scottish Natural Heritage) and developed a range of programs to support community engagement in the natural world since 1992. The Place Principle, developed by Scottish Government and COSLA in 2019, promotes working and planning with communities to support sustainable and inclusive economic growth and create successful community spaces. The Place Principle is underpinned by the Scottish Biodiversity Strategy (SBS) first developed in 2004, revised it in 2013 and renewed as the Scottish Biodiversity Strategy Post-2020 in December of the same year. One of the original aims of the SBS 2020 was to ‘connect people with the natural world, for their health and well-being and to involve them more in decision making’ (Scottish Government, 2013). The current Scottish Biodiversity Strategy And Delivery Plan includes actions to:  

• Enhance biodiversity in Scotland's green and blue spaces. 
• Engage and strengthen the connection between people and communities and
  nature.
• Embed biodiversity and nature in curriculum development.

At COP26, the UK government announced a vision to establish a UK National Education Nature Park initiative. The aim was to encourage nurseries, schools, colleges and universities to think of their collective grounds as one whole ‘Park’ with vast potential to help halt biodiversity decline. NatureScot have piloted the Nature Discovery Map Scotland as a Scottish response to this initiative, providing potential for schools to map local biodiversity features, and identify opportunities to improve local nature. The Scottish Government has approved further development of this toolkit.

In a further initiative, the Scottish Government Programme for Government 2020, decided to pilot Miyawaki forests in Scotland. Miyawaki forests, named Wee Forests in Scotland, are part of the global family of ‘Tiny Forests’ promoted in the UK by Earthwatch. They are one of many urban nature-based solutions for social and environmental issues with benefits for long-term learning and play, biodiversity and local ecosystems services, and health and well-being. Wee Forests are tennis court-sized, densely planted and fast growing, multi-layered, native species rich woodland in urban Scotland which combines the specific Miyawaki planting method with long-term school and community engagement through citizen science data collection and volunteer Tree Keepers. The Scottish Wee Forest Programme's vision is:

There is a Wee Forest within a short walk of every school in urban Scotland. Wee Forests are providing opportunities for young people to plant trees in their own neighbourhood and see them grow. Young people across Scotland are engaged in a range of citizen science activities as a way of learning about the climate and nature crisis and the ways that urban trees help our towns and cities to be more nature-rich and climate resilient. These activities are helping young people to establish a strong life-long connection with nature. 

Unpublished internal planning document, 2022

The Scottish Wee Forest Delivery Plan’s aim is initially for there to be a Wee Forest per school cluster. The current Wee Forest distribution and information about each Wee Forest can been seen on the Earthwatch interactive map. 

NatureScot with Earthwatch, trained and accredited Local Delivery Partners including Dundee University Botanic Gardens. In 2021/22, NatureScot piloted an initial 20 Wee Forests with two being planted in Dundee in 2022 (Robertson Street and Douglas). Two more were planted in 2023 (Kirkton and Lochee). Unique to Dundee was the development and planting of Wee Forests with the active participation of medical practices and on medical practice land. More details about the Dundee Wee Forests are in Annex 1.

These NatureScot initiatives form the backdrop to this latest research into outdoor engagement with the Wee Forests and local green spaces by local schools and two medical practices, that were involved in the planning and planting process, and the associated learning for sustainability, health and well-being.

1.1 Literature review

‘Nature includes biodiversity, geodiversity and natural elements of our landscapes and seascapes’ (NatureScot, 2024a). NatureScot work towards enhancing Scotland’s nature and inspiring the people of Scotland to care about it. They advocate for a nature rich future where everyone is involved, and consequently, ‘happier, healthier and more equal’ (NatureScot, 2024a).

The provisions of outdoor educational and play based experiences are entitlements in Scotland Curriculum for Excellence for children aged 3-18 (Scottish Executive, 2004; Learning and Teaching Scotland, 2010; Scottish Government, 2016). Outdoor learning is embedded across the professional standards for teachers by the General Teaching Council for Scotland (GTCS) (General Teaching Council for Scotland, 2021). Across the curriculum, outdoor learning can be an appropriate learning context relating to all subjects. In interdisciplinary learning, outdoor learning is seen as core component of learning for sustainability (Scottish Government, 2012). 

Local green spaces, as outdoor learning contexts are likely to be a more diverse environment, affording more learning opportunities than many school grounds and opportunities to apply concepts in real contexts (NatureScot, 2024b). Larson et al. (2019) found that young children are spending less time outside particularly those in industrialised and urban settings. Children are moving indoors during the vital time in their growth and development where research suggests that they would benefit from time outside (Gray, 2018). Learning outside the classroom (LOTC) can be broadly described as taking curriculum learning outdoors and making academic learning experiential and practical (Mann et al., 2022). Locations for LOTC are often described by their proximity and the fact that they afford time away from classroom. This could be an outdoor lesson within the school grounds or a short trip into a local neighbourhood park (Beames et al., 2012).

It has been long recognised that outdoor learning can bring many benefits such as increased pupil engagement, greater challenge, and enjoyment while conferring multiple benefits in the physical and mental health domains (Miller, et. al., 2014; Lee and Maheswaran, 2011). Even though studies have reported mixed effects of urban green spaces on children’s mental wellbeing (Feng and Austell-Burt, 2019; Richardson et al., 2017), given that mental ill health in children is an important predictor of mental health in adulthood there is significant potential for green spaces to mitigate the societal impact (McEachan et al., 2018; Loth et al., 2014). Indeed, there are numerous research studies that indicate that spending time in natural settings is good for physical and mental wellbeing (Gills and Speelman, 2008; Stott et al., 2015; Cottrell and Cottrell, 2020), for all age groups. It is also important not to overlook the inherent benefit of spending time learning outdoors has the potential for connection to place (Slingerland et al., 2020). 

Connecting to place is a process that affords affective engagement with local places for children in a manner that supports their sense of belonging (Somerville, 2011; Sobel, 2005). Place responsive pedagogy by teachers recognises the importance of this connection and guides the process of planning for and implementing outdoor programs (Lloyd, 2016; Dyment and Potter, 2015). It incorporates being present in and with a place, and the development of place-based stories and narratives (Gary and Burrell, 2015), that support place identity and wellbeing. Mansion and Lynch (2016) discuss the different pedagogical approaches, both those that include and those that disregard place, that can be identified when looking through a lens of place responsive pedagogy. They include place-ambivalence, place-sensitive and place-essential approaches. In recognising these characteristics of one's pedagogy, inherent pedagogical strategies are often highlighted and can therefore be adapted or changed to meet the objectives of place-based education. Given NatureScot’s promotion of the Place Principle (2019), that stresses the need for service providers and those looking after assets to work and plan together with their local communities to support sustainable growth, just transitions and shared economic growth, place and community connection are inherent benefits of engagement with local green spaces.

There have been several research studies that indicate that children and adults need to reconnect to nature to support wellbeing and environmental awareness (Diaz et al., 2015; Louv, 2008; Miller, 2006). Troung (2017) highlights the importance of giving attention to children’s engagements, connections and relations with the environment to support nature positive dispositions. Indeed, feeling close to the natural world has been found to increase pro environmental attitudes and ecological behaviours (Mayer, 2014; Nisbet et al., 2009) and is a precursor to acting in support of the natural world (Chawla 2007, Barrable, et al., 2018). This sense of feeling connected to nature is through cognition, disposition, feeling or affect and biophilia (Wilson 1984; Henry, 2009). Ward’s (in press) idea of econexus goes further by including a sense of belonging in nature through the embodied, sensory, ethical, cultural and temporal elements of engagement with the natural world. 

While studies have found that learning outdoors in green spaces supports connection to nature (Brook, 2010; Reyes-Riveros et al., 2021), Kossack and Bogner (2012) report a negative effect when the learning contains high levels of cognitively oriented content. Lloyd and Gray (2014) confirm that outdoor education is not a drag and drop approach where classroom content and approaches are simply moved out of doors. This echoes Rousell and Cutter Mackenzie (2010) who assert that we must go beyond the scientistic approaches to environmental education and include creative approaches that speak to other domains of being and development if we are to transform learning for sustainability. 

Learning for sustainability (LfS) is a term derived from the One Planet School working group and report (Scottish Government, 2012). The definition from the original One Planet School report describes LfS as ‘a whole-school approach that enables the school and its wider community to build the values, attitudes, knowledge, skills and confidence needed to develop practices and take decisions which are compatible with a sustainable and equitable society' (Scottish Government, 2012). It is concerned with every level and type of learning and the provision of quality education for all. One of the five headline recommendations accepted by the Scottish Government (2013) is ‘school buildings, grounds and policies should support Learning for Sustainability’ and this should include access to green spaces and areas within walking distance.

While much of this literature review has so far focused on learning and children and young people, spending time in green spaces is closely linked to numerous benefits for physical, mental, social, and emotional wellbeing regardless of age (Reyes-Riveros et al., 2021). Urban green spaces, encompassing environments such as urban forests, parks, allotments, amongst others, provide diverse opportunities for nature appreciation, relaxation, recreation, sports, and socialisation thereby serving as multifunctional hubs within communities (Enssle and Kabisch, 2020). While there is a correlation between the quality of accessible green spaces and mental wellbeing in adults (Francis et al., 2012), according to Enssle and Kabisch (2020), elderly people who perceive their health as poor are less likely to visit parks. Therefore, strategically locating new green spaces, such as Wee Forests, adjacent to health centres and similar facilities becomes crucial. This positioning aims to provide convenient access and opportunities and encouragement to capitalise on the health benefits associated with spending time in these environments.

Many studies measure the percentage of green space within a predefined geographical unit (Markevych, 2014). However, they fail to measure the actual or precise quality of local green spaces and how they are used by communities or schools. Roberts et al. (2018) study explored associations between quality and satisfaction with the use of local green spaces in deprived communities. Poorer quality local green spaces influenced perceived satisfaction with them. However, to be able to fully assess the correlation between local green spaces and health outcomes it is important to see how the spaces are perceived and used (McEachan et al., 2018). McEachan et al. (2018) study found that ratings of satisfaction of local green spaces were based on what they provided, for example benches and shelters, as well as other factors such as the presence of litter or antisocial behaviour. Indeed, they found that poor quality parks and local green spaces can discourage use by marginalised communities. Other barriers to accessing local green spaces include fears about safety as well concerns about cleanliness and maintenance (Abbasi, Alalouch and Bradley, 2016; Gidlow and Ellis, 2011).

The Tiny Forests concept is based on the restoration work of Japanese forester Akira Miyawki (Lewis, 2022). These forests are small but dense and due to their size can be placed in urban environments bringing natural elements close to people (Afforesstt, 2020). Tiny Forests, Wee Forests in Scotland, are designed to have high species diversity and incorporate native species to address ecological restoration through rapid, small-scale Nature-based Solutions (NbS) (Escobedo et al., 2019; Lewis, 2022). They have up to 600 trees on a tennis court sized (but not shaped) plot, with high density planting, in deeply cultivated soils enriched with organic matter, to generate high levels of biodiversity, soil health and clean air (Ottburg et al., 2018; Cárdenas et al., 2022). The forests are established with the help of local residents who are engaged with all phases of the site’s development, including planning, maintaining and monitoring these areas as new community assets (Haringa, 2020). 

In Dundee, this formative research is being carried out and communicated to stakeholders by the Wee Forest Local Delivery Partner the University of Dundee Botanic Garden (University of Dundee, 2022). They act as facilitator to attract and codesign the final spaces as they become new Wee Forest places, alongside local schools, NHS and community partners in four ward areas of the city (Maryfield; Douglas (Northeast); Kirkton (Strathmartin) and Lochee). These wards, identify as areas of multiple deprivation on the Scottish Index for Multiple Deprivation (SMID) (Dundee City Council, 2020), while they have also been identified as lacking diversity in their tree canopy at the landscape level by the Woodland Trust “Tree equity score” (Woodland Trust, 2024).

The approach to the Wee Forest work is informed by the Scottish Government’s ambition following the coronavirus pandemic and COP 26 and intends that the development of Wee Forest sites offer nature-based solutions to social and environmental issues in areas with high SIMD by improving the local environment and biodiversity, and as a potential resource for learning and play (Scottish Government, 2022). The Dundee Wee Forests were planted in 2022 and 2023 so are now 18 months to two and a half years old and are used by the local community in a variety of ways. This research seeks to identify how the school and medical practice stakeholders engage with their Wee Forests and for those who do not have access to Wee Forests, their local green spaces.

1.2 Research questions

2. Methodology

This research was conducted using a mixed methodology (Creswell, 2018), to gather qualitative and quantitative information about usage of the Wee Forests and local green spaces and perspectives about their educative, health and wellbeing value. QGIS mapping was also used to identify the location of all schools to Wee Forests and local green spaces.

2.1 Questionnaire

Data was collected using a 23-item questionnaire with ranked, closed, multiple choice and narrative response questions. The questions related to frequency and type of usage of the Wee Forests and local green spaces, their educative and/or health and wellbeing affordances, barriers to engagement and strategies for overcoming barriers to engagement.

2.2 Dyadic interviews

To generate dynamic agential conversation and avoid the phenomenon of the interviewer as a miner for information (Brinkmann and Kvale, 2015), where possible, paired in-depth interviewing (Wilson et al., 2016) was used where two participants from one site were available together. This dialogic process encouraged rich discussion supporting a collaborative meaning-making process with the participants who had established professional relationships prior to the interviews. Where quotes are used from dyadic interviews, speaker 1 or 2 is indicated. In one of the five interviews, there were three participants (One was previously a Wee Forest champion staff member at the school and speaker 3 is indicated in quotes). Interviews lasted an average of 45 minutes. Quotes are also coded with WF or local green space to identify the speaker referencing a Wee Forest or local green space.

2.3 Participants

The focus of this research was the use of Wee Forests by schools and medical practices in Dundee who were engaged in their planning and/or who used these spaces after their establishment in the four ward areas. Local green spaces were included in the data collection to capture information about the importance of green spaces for primary schools in the Dundee Local Authority that did not have access to the Wee Forests. The research therefore uses a purposive sample.
The four schools and two medical practices who were part of the planning and/or planting process of the Wee Forests were invited to participate in Dyadic interviews. Three of the four schools participated in these interviews with one in the dyadic mode and one in triadic mode. One of the two medical practices engaged in a dyadic interview. The second medical practice did not participate. All interviews were conducted in March 2024.

The questionnaire was available to all 33 primary state schools managed by the Dundee Local Authority for the month of March 2024. In late February, emails were sent to all Head Teachers to invite them to send the information about the research and the questionnaire link to their teaching teams. This invitation was followed by a phone call to all schools a week later, to invite them again to engage their staff in participation in the questionnaire. Another week later a further email was sent to all schools to repeat the invitation. Finally, after an amendment to ethical approval, colleagues at the University of Dundee who had networks with teachers in Dundee Local Authority Schools were contacted to ask them to send the invitation to participate in the questionnaire and the link to it, to their contacts, in the final week of the questionnaire opening time. Despite these multiple attempts, the surveys completed numbered 12.

There are several reasons for the challenges in engaging participants. The time of year was a key element with end of March leading into the school holidays, often meaning many additional tasks for teachers whose head teachers are busy ensuring compliance with all school expenditure and related programs. The other significant reason was the end of the financial year for school leadership teams. This may have affected the time head teachers had to consider the relevance of this research for their schools. The end of financial year was the key constraint for the funder of the research as all funds and all work for which they were used had to be expended in March 2024. As the research team came together in late January 2024, work on planning, ethics and contracts were completed in February leaving a brief period for implementation. These issues constitute limitations in the research, and this is addressed under this heading in the conclusion.

2.4 Data analysis

The research has been analysed in three parts. The mapping outcomes showing the proximity of schools to the Wee Forests and the local green spaces is discussed. This is followed by the quantitative data findings which have been collated using JISC analysis functions. The data is represented in text form and in graph form where this is useful. Qualitative data has been analysed using a Braun and Clarke (2019) reflective thematic analysis and NVivo was used for coding and supporting the generation of themes. The correlation of all data sets comes together in the Discussion section of this report.

2.5 Ethics

This research was approved by the School Research Ethics Committee at University of Dundee on 15/02/24. It was subsequently approved by Dundee City Council on 22/02/2024 and NatureScot on 22/02/24. Follow up ethics approval for variations in contact with participants were obtained on 05/03/24 and 21/03/24. Initial contact was made with potential participants on 28/02/24. 

The main ethical consideration was the time burden on participants as all school and medical centre staff were very busy in their professional roles. The email invitation and the participant information form (PIS) that preceded the online survey made it clear that engaging in the survey was voluntary as did the PIS attached to the email invitations for interviewees. Interviewees were given the option of receiving the transcripts of their interviews to respond to any perceived errors in transcription and were informed they would all receive a copy of the completed report. 

3. Results

Results are presented in three parts. First the outcomes of the mapping of all state primary schools in the Dundee Local Authority are presented and interpreted, the questionnaire results appear next, followed by qualitative coding results.

3.1 Mapping findings

3.1.1 Context for mapping findings

At the beginning of 2016 Dundee City Council published non statutory guidance for green space under the heading ‘The Dundee Green Network … a network of green infrastructure in the city to be enjoyed, cared for and valued’ (Dundee City Council, 2016). The report takes a bold framing of the green heritage of the city in is opening framing, stating that: 

Dundee is a green city. It is a city which benefits from more urban green space per head of population than anywhere in the UK. The network of green infrastructure in the city includes 59 parks covering 4000 acres (this includes cemeteries and allotments) and a 27-mile footpath/ cycleway circumnavigating internationally important sites on the inner reaches of the Tay Estuary and locally important green and blue spaces enjoyed by both residents and visitors alike.

The significant named green spaces of Dundee, 24 parks and gardens that form part of the Dundee Green Network publication which was approved for adoption as non-statutory planning guidance by the City Development Committee on 25 January 2016. (Dundee City Council, 2016).

Kamil and Onyango, (2020) in a recent QGIS-based assessment of green space accessibility: case study of Dundee revealed that nearly two thirds of Dundonians have access to 2–20 ha green spaces within 300 m distance while nearly half of them have access to 20–100 ha and 100–500 ha green spaces within 2000 m and 5000 m distance, respectively. However, this access to green space was undertaken as a high-level analysis, that belies the true quality and distribution of complex green space across the city as the recent launch of the Tree Equity online Scorecard has revealed (Woodland Trust, 2024). The Stobswell area of Mayfield ward and Kirkton for instance, record only 6% canopy cover, whereas Lochee has 14%, and Douglas ranges between 6-19% canopy cover across its ward. In stark contrast to the more affluent areas of the city where the West Ferry in the east and West End wards have over 30%. This skewed distribution is an emergent property being reported in developed cities around the world (Roe et al., 2016; Greene et al., 2018; Lin et al., 2021; Takakura and Massi, 2022; Zhou et al., 2023). Canopy cover is also a proxy measure of the impact of open space accessibility and urban greenness on the residential property market, of health, wealth and wellbeing (Cho et al., 2008; Franco and MacDonald, 2018; Jennings et al., 2019; Chen et al., 2020; Sachs et al., 2023). With an expanding recognition of these benefits among city residents, there is growing concern that access to these benefits is not distributed equally and may represent the presence of an environmental injustice (Haase et al., 2017; Oscilowicz et al., 2022). 

The tree equity scorecard is a nationwide, neighbourhood-level score ranging from 0-100 that highlights the inequality access to trees. The score is calculated on tree canopy cover, climate, health and socioeconomic data. The lower the score, the greater the suggested priority for tree planting. A score of 100 (dark green) means the neighbourhood has reached the minimum standard for tree cover appropriate for that area. Note Douglas and Maryfield 78%, while Kirton is 52% and Lochee are 68% (orange) on this map currently. 

The Scottish Index of Multiple Deprivation (SIMD) is the official tool for finding the most deprived areas in Scotland. The 2020 SIMD was originally published in January 2020 and subsequently revised in June (Dundee City Council, 2020). Scotland is split into 6,976 small areas, called ‘data zones’, with roughly equal populations. The Scottish Government then looked at indicators to measure the different elements of deprivation in each data zone, like pupil performance, travel times to the health practice, crime, unemployment and many other indicators, 34 in total. The boundaries used to collate the SIMD 2020 are the same as those used in 2016. Dundee has 188 data zones in total. The overall population of Dundee has grown slightly since the 2016 SIMD. Total population of Dundee 2016 was 148,260, the total population of Dundee 2020 148,710. The Scottish Government uses 20% as a marker for the “Most Deprived” however they also state that those living in areas up to 40% most deprived may also experience difficulties. The SIMD 2020v2 shows that 54,497 (36.6%) people in Dundee City live in a data zone within the 20% most deprived. This compares to 53,435 (36%) in SIMD 2016.

The Scottish Index of Multiple Deprivation, 2020 online portal records a heat map of the 20% most deprived communities in Dundee with hot spots in Douglas to the east and Maryfield in the centre highlighted (source Dundee City Council 2020).

The recent years have witnessed a growing interest in the impact of the built environment, particularly urban greenspace, on emotional and behavioural outcomes in children (Flouri et al., 2014; McCormick, 2017). Where there is some correlation to support the commonly held belief that nature has positive impacts on children's health, including physical, mental, and social dimensions (Tillmann et al., 2018), it is notable that in Dundee 10,506 children (aged 0-15) live within the 20% most deprived data zones. This accounts for 43.8% of children in that age group in Dundee City overall (Dundee City Council, 2020) and is consistent with the figure reported in the 2016 SIMD 10,413 (43.8%).

 

This image shows the Child Population (aged 0 to 15) in most deprived data zones by Ward/LCPP. Note the Wee Forests have been targeted for siting in the East end (Douglas), Lochee, Maryfield, and Strathmartin wards.

3.1.2 Mapping findings

Annex 5 presents the detailed results of mapping the Wee Forests, Local green spaces and 20-minute child's walk estimated to be 1200 meters in 20 minutes. This speed is estimated from published figures by Cavagna et al. (1983) to approximate 2.8 km/hr at two years of age and increases progressively with age up to 5 km/hr at 12 years of age and in adults.

As of 2023 there are nine secondary schools, 33 primary schools and two special schools listed by the Dundee City Local Authority. Most primary schools are found to have access to a local green space within 20-minute child's walking distance. However, four of the primary schools are only just within 20-minute child’s walking distance from a green space or Wee Forest and five schools lack access within that time frame: Barnhill, Cragiebarns, Dens Road, Forthill and St Andrews RC primary school. It is worth noting that the Alnwick Civic Society (2023) in discussing the 20-minute neighbourhood, identify 10 minutes each way as a desirable distance to support engagement. This current research does not do so but using this measure would see many more of the schools listed below as having minimal access to Wee Forests or local green spaces.

Table 1. Proximity of primary schools in Dundee to either a local green space or a Wee Forest.

Key:   

Y = yes within 20-minute child walking distance 
N = not within 20-minute child walking distance of either a green space or a Wee Forest 
Y/N = one edge of range within 20-minutes of a child’s walking capacity

3.2 Quantitative findings

A questionnaire was distributed to all 33 primary schools in Dundee listed above. Despite several reminders, only 12 responses were received. The analysis of these responses, collected through a 23-item questionnaire, provided insights into participants’ familiarity with and use of the Wee Forests and local green spaces across the city of Dundee. Additionally, the data also highlighted perceived benefits and barriers and suggested ways to improve usage. The questionnaire included 4-point Likert scale items, yes/no responses, multiple choice options and narrative answers with four open-response boxes. A copy of the questionnaire is available in Annex 6. The following paragraphs presents the actual figures, with percentages provided where appropriate.

3.2.1 Familiarity with the Wee Forests and local green spaces

At the outset of the study, the examination of participant’s familiarity with the Wee Forests revealed that out of the 12 participants, only six (50%) were aware of the Wee Forests Programme. However, an increase to nine out of 11 (82%) identified the presence of a Wee Forest in their local area. Similarly, nine participants out of 12 (75%) recognised the existence of a local green space within a 20-minute walk from their school or medical practice. One participant reported a lack of nearby green space, while two were uncertain of its presence. Although knowledge of when these spaces were established varied, with most participants responding that they were unsure, four participants indicated that their local green space had been established within the last two years. 

3.2.2 Utilisation of the Wee Forests and local green spaces

We employed a series of items to examine the participants’ utilisation of the Wee Forests and local green spaces, commencing with the frequency of their usage. The responses were varied, with five participants each indicating those who do use it and those who do not (42% respectively), while two participants responded an occasional use (17%). Further probing revealed a range of frequencies, including weekly, monthly, every six months, or other (see Figure 6). Notably, two participants who selected ‘other’ explained that their usage varied seasonally, with increased visits during spring and summer. 

When participants were asked about the usefulness of Wee Forests or local green spaces, the majority expressed strong agreement or agreement regarding their usefulness (see Figure 7), irrespective of the use. Notably, only one participant disagreed, specifically regarding the educative value. Yet one participant commented in the open responses that ‘outdoor learning and Wee Forests go hand in hand.’

However, responses exhibited greater variation when participants were specifically asked about the availability of public resources to facilitate engagement with the Wee Forests or local green spaces. In this regard, seven participants either strongly agreed or agreed (58%), whereas five participants expressed disagreement (42%). An open response provided additional insight into their response, which could also account for the disagreement in usefulness related to their educational value (Figure 7): 

There was an initial resource to set up the Wee Forest, but we would benefit from support and guidance on ways to use this through education and possibly a bank of educational resources to support us using it.

When asked about the reasons behind their visits to the Wee Forests and green spaces, five participants (63%) stated they had attended events, while three participants had not. Although the number of responses to these questions was limited, those who did respond highlighted various activities. Among them, three participants reported attendance at planting or maintenance events (60%), one participant stated they had attended an educational session, and one cited multiple purposes. These included engaging in activities such as Learn to Ride sessions, Easter and Halloween scavenger hunts, geocaching, bird spotting, and a memorial event. 

3.2.3 Barriers to engaging with the Wee Forests and green spaces in the local area

We utilised a series of four items to seek opinions regarding potential barriers to engaging with the Wee Forests or local green spaces (refer to Figure 8). Initially, we explored barriers associated with the time required to access these spaces, resulting in an even split of responses: six respondents either disagreed or strongly disagreed (50% in total) and likewise four agreed or strongly agreed (50% in total). Among the items, the aspect where participants most agreed or strongly agreed regarding the barriers was the need for supervision of the children – 10 (83%, in total) respondents chose this option. Similarly, there was a notable consensus regarding barriers related to knowledge of how Wee Forests or local green spaces could be utilised, with nine participants (75%) in total) either agreeing or strongly agreeing. Notably, concerns regarding safety generated the highest level of disagreement. Positively, 11 out of 12 participants (92%, in total) either disagreed or strongly disagreed that safety concerns posed a barrier to engaging with these spaces.

3.2.4 Improvements to enhance engagement with the Wee Forests and green spaces in the local area

After identifying the perceived barriers to engagement with the Wee Forests and local green spaces, we explored potential enhancements to increase engagement (see Figure 9). All 12 participants unanimously agreed or strongly agreed that the addition of public facilities would be beneficial. Regarding the installation of signage to identify flora and fauna, only one respondent out of 12 disagreed, underscoring the perceived necessity for such signage. Similarly, all participants concurred on the importance of providing ideas for utilising the spaces and attending organised events. Whereas, while three respondents (25%) disagreed, the majority of participants agreed or strongly agreed (nine, 75% in total) that the addition of parking or public transport options would enhance engagement with the spaces. No additional improvements were suggested in the open-response text box.

3.2.5 Benefits of using the Wee Forests and green spaces

Lastly, we explored the benefits of using the Wee Forests and green spaces (see Figure 10). Unanimously, all 12 participants either agreed or strongly agreed with each benefit presented – with the majority expressing strong agreement. These benefits encompassed education or learning for sustainability (LfS), opportunities for play and recreation, promoting health and wellbeing, facilitating social interactions, and enabling regular exercise. 

3.2.6 Summary

Participants’ familiarity and use of Wee Forests and local green spaces highlighted diverse patterns. Among those who used these areas, the frequency varied, and for some, usage increased during the spring and summer. These findings indicated the nuanced nature of individuals’ engagement with local green spaces and suggest the importance of considering these factors in promoting their use. 

Most participants acknowledged the benefits of Wee Forests and local green spaces for recreational, social, health and wellbeing and educational purposes. While participants recognised the value of these spaces, despite limited responses, reasons for visiting these spaces varied, with attendance at events being a common theme. Activities ranged from planting and maintenance events to educational sessions and recreational pursuits, illustrating the multifaceted, albeit intermittent, nature, of engagement with Wee Forests and local green spaces.

Participants identified several barriers to engaging with the Wee Forest and local green spaces, including staff for supervising children, ideas for curriculum engagement, information about the spaces and amenity. They indicated some of these barriers could be overcome through provision of public signage, ideas for curriculum engagement, inclusion of public amenities, and transport for access to the spaces.

3.3 Qualitative findings

The qualitative findings were developed using a reflexive thematic analysis process (Braun and Clarke, 2019) in NVivo. Initial coding was conducted by the principal investigator with checking and augmentation of coding conducted by a co-investigator and the research assistant. Revision and grouping of codes were conducted in a joint meeting of researchers and themes were generated. The table below contains the first two layers of codes after which the process for generating themes is discussed.

Table 2. Primary and first layer sub codes for qualitative findings

The first primary code related to benefits contains a range of sub codes about the categories into which the benefits of engaging with the Wee Forests or the local green spaces fall. The narrative in each of them speaks of the joy in connecting to others, developing a sense of place and identity, feeling more connected to their local community, in communicating with others, being creative and generating good social outcomes, contributing to health and wellbeing, and connecting with community. These threads come together in Theme 1: Wee Forests and local green spaces connect people and places.

The following primary code of enablers and barriers contains subcodes such as proximity, aspirations for use of green spaces or Wee Forests, barriers due to permissions, supervision, safety, weather and vandalism. The narrative is inherently positive insofar as it talks about the intentions for engagement with Wee Forests and local green spaces considering the benefits but in recognition of the practical barriers. This was complimented by strategies for overcoming some of the barriers. With this in mind, we have generated Theme 2: Barriers to using local green spaces and Wee Forests may be overcome through consultation and respectful communication.

The third primary node of local parks and community gardens recognises that there is a network of community gardens in Dundee that provides an opportunity for school children to engage in purposeful activity in the form of gardening and nature enquiry. They are a precursor to the Wee Forests and combined they provide an opportunity to contribute to nature. Similarly, the local parks provide affordances for social engagement and leisure activities that also contribute to environmental dispositions. The narrative in these sections gives rise to Theme 3: Wee Forests and local green spaces contribute to networks of community engagement and human and non-human interaction.

Finaly, the primary code that identifies the ways in which the Wee Forests and local green spaces are used, speaks to the value of large green spaces for play and leisure, for deepening subjects in school curricula studies, for stimulation of imagination and for providing opportunities for agential behaviours for young children to contribute to community. This gives rise to Theme 4: Wee Forests and local green spaces are intrinsic to collective wellbeing, learning about the natural world and developing environmental dispositions.

4. Discussion

This discussion is structured by using the themes, in linear order, articulated in the findings. The discussion is related to the outcomes for school children as reported by teachers, community, as discussed with school and community-based community liaison offices, and to the medical practice who participated. The findings from the teachers who completed the questionnaire is integrated into the themes throughout the discussion. The mapping findings are not specifically linked as the questionnaire and interview data is anonymised and not identifiable to a specific location. 

4.1 Theme 1: Wee Forests and local green spaces connect people and places

Outdoor spaces have long been sites of engagement in Scotland. Family picnics, sports events, challenges such as hill climbing are all popular pastimes and are part of the social fabric of our lives. In their systematic literature review of the impacts of nature specific learning outside the classroom, Man et al. (2022) identified that all types of programs conducted in the outdoor environment enhanced social-emotional capacities of the participants. Participants in the interviews identified a number of ways in which this occurred. For example:

I think community again. It's like there is connection, there is connection to community and again some of it's in its infancy. It's things that we've got, it's the allotments up the road and trying to get people, you know, the connection with people who are running those sort of things again.’

Interview 1 – local green space

The questionnaire data (See Figure 10) also identified social engagement as one of the key benefits of engaging in learning outside the classroom with all respondents agreeing or strongly agreeing that local green spaces facilitated social interactions through play and recreation. In addition, the Citizen Science opportunities provided by Wee Forests are a community engagement and education resource as is participation in the annual monitoring activities of the local delivery partners (NatureScot, 2020). The previous liaison officer, (interview 5) for the Wee Forest in Dundee also identified educational and sensory benefits to engaging in these spaces but emphasised the importance of connection to place and a positive experience of being in the outdoors:

But aside from the practical education aspects of it, I think it also promotes this sense of belonging in outdoor spaces in the sense of connection to it. My primary goal in getting kids to come along to Wee Forest our spaces is that they have a positive experience with it and they have a positive connection to.

Interview 5 – WF

Walking in the local neighbourhood and visiting local parks, contributing to community gardens or allotments and visiting or learning in the Wee Forests was seen as beneficial in helping children to feel part of their neighbourhood and to belong to the community. This sense of belonging to place through engagement in green spaces is also reported for young people at risk (Tracey et al., 2018) and adults in social housing (Gray et al., 2022). Given provision of local green spaces is often more limited and accessed less frequently in areas of socio-economic disadvantage (ibid), it is unsurprising that the teachers and community officers, and the staff involved in the medical practices were so enthusiastic about the role they played in connecting people in the community:

… we've had a big influx of a lot of children from Nigeria, some children from other places in the world. So it's about them being part of that community as well. And I think it is working that they feel part of the Community and becoming aware of what's around and what's here. …. I think community again. It's like there is connection, there is connection to community and again some of it's in its infancy. It's things that we've got, it's the allotments up the road and trying to get people, you know, the connection with people who are running those sort of things … 

Interview 1 – local green space

One of the many NatureScot initiatives, Learning in Local Green Spaces case studies: Dundee Nature Schools: Exploring STEM in nature and different Outdoor Spaces (2023) identified some increased connection to nature and positive dispositions toward nature for children, even though the emphasis in the program was on planned learning for STEM subjects. According to Chawla (2007), this modelling of interest in the natural world with dedicated educators/adults is a stepping stone to positive dispositions and precursor to environmental agency.

The integration of the Wee Forests into the network of other green initiatives, particularly in the two northern Wee Forest locations, was seen as an added community resource, albeit one its infancy given the size of the trees at present. The community coordinators or custodians of these Wee Forests identified a number of connections they had made to community groups as a result of their involvement in them. They included local community garden groups, community allotments, and family groups with preschool children doing art over a period of five weeks (Armstrong, 2024). The staff at the medical centre were clearly inspired by this use of the Wee Forest and conducted a series of art making sessions for themselves using the leaves and patterns within the Wee Forest as inspiration for their works. 

4.2 Theme 2: Barriers to using local green spaces and Wee Forests may be overcome through consultation and respectful communication

Extensive discourse on urban green space accessibility often overlooks the specific obstacles hindering access and engagement. Recognising these barriers is essential for effectively planning and management of existing green spaced to enhance accessibility and encourage greater engagement with these areas (Shams and Barker, 2019). Our examination of potential barriers to engaging with Wee Forests or local green spaces revealed varying perceptions among participants. From the quantitative data, while opinions were evenly divided regarding the time required to access these spaces, there was a consensus regarding the barriers of needing supervision (see Figure 8) for the children alongside knowledge to facilitate greater utilisation of these spaces. Similar issues regarding supervision were also evident in the interview discussions:

I'm great believer that we should be out that much more, but it's the nature of where we are, where the school is. It's the nature of the support staff, and there are a lot of barriers to doing that.

Interview 1 – local green space

Further barriers were evident in the interviews surrounding schools’ engagement and access to the Wee Forests:

I think if there is a barrier then it'll be more of a bureaucratic issue, just sort of trying to [get] head teachers on board and trying to get emails passed along. And trying to sort of make communication easier there. But also, I think there might be some issues in terms of accessibility. Just because some of the Wee Forests are kind of on bumpier ground.

Interview 5 – WF

Other barriers identified in this research diverged from those highlighted by Miller et al. (2022), who emphasised educator knowledge gaps and the crowded curriculum. Unlike the concerns raised by Miller et al. (2022) our respondents did not perceive the crowded curriculum as an obstacle. Instead, several disagreed with this proposition, as they viewed engagement with local green spaces as an opportunity for interdisciplinary learning, encompassing not only curriculum-related aspects, but also acknowledging the social and health benefits. However, the issue of limited educator knowledge emerged as a barrier among some respondents.

Moreover, when considering the responses across all participants, a recurring barrier was the weather and the seasons. Specifically discussing the Wee Forest one participant from the participating medical practice reported on the gloomy nature of the forest during the winter:

… when it [the Wee Forest] was in bloom … I would say that a lot of people appreciated it more. It was nicer to look at … In the winter it's a bit dull and if you're feeling a bit down in the dumps and you're really not feeling the best, you don't want to sit and feel doom and gloom in a place that's kind of damp and dark. And although it's not tall trees, it still feels kind of more cold.

Interview 3 – WF

While the benefits of nature exposure remain consistent throughout the seasons, including winter (Brooks et al., 2017), despite the discomforts associated with outdoor winter activities, Finlay et al. (2015) discovered that elderly individuals often perceive the dark, damp, and cold elements of winter as deterrents to participating in outdoor green (and blue) activities. Providing amenities such as shelters, outdoor seating, and all-weather facilities can help mitigate this barrier.

Finally, safety concerns, including vandalism, lack of maintenance, and litter strewn environments can influence whether individuals feel comfortable using the spaces. Although Abbasi, Alalouch and Bradley (2016) and Gidlow and Ellis (2011) highlighted safety concerns as a barrier, our questionnaire data suggested that the overall perceived safety of such environments was not an issue impacting engagement. However, some interview participants did raise concerns regarding dog fouling.

Respectful communication and consultation can play pivotal roles in understanding community needs, and implementing solutions that enhance inclusivity and accessibility (McKay and Tantoh, 2021) to the Wee Forests and local green spaces. By fostering dialogue and listening to stakeholders and associated communities, it becomes possible for policymakers and socio-environmental agencies to develop strategies that mitigate the recognised barriers and increase users’ sense of ownership and connection with the spaces (Mullenbach et al., 2019). This was exemplified by interview 3 speaker 2 who told the story of a young person who vandalised the Wee Forest then acted with contrition (with support of his parents) to remedy the damage done in consultation with the school social worker. However, while consultation and respectful communication are crucial steps, they should be complemented by structural enablers, including a climate of mutual trust, respect, and fair resource allocation (Scottish Government, 2017) to create truly equitable and accessible green spaces for all.

4.3 Theme 3: Wee Forests and local green spaces contribute to networks of community engagement and human and non-human interaction

The interviewees talked extensively about the value of local green spaces of all kinds in the community. The local parks were seen as spaces for taking children for social activities, for play, for sport and just to get them outside! However, when they discussed the community gardens, allotments and reclaimed places like the ‘Miley’ (interview 1, referring to a reclaimed section of railway line planted with wildflowers and bulbs), they clearly identified purposeful activity and engagement. The two pairs of northern ward interviewees who were custodians of the Wee Forests in their locations had strong connections with the local community gardening groups, and allotment holders. For the medical practice in the northeast, this has led to further development of raised gardens on their own land, adjacent to the Wee Forest, for planting food crops with which locals can participate and share produce. Locals are invited to use the surrounding lawn space to relax with their children, to have a family picnic or just sit and “be in peace (Interview 3, speaker 1)”. The staff at the centre also support the local community centre who have a garden, by planting with them and sharing information and expertise. These growing networks of likeminded community members are resonant of the findings of the Royal Botanic Gardens Master Gardener Volunteer program (Tracey et al. 2021) in Sydney Australia who:

… highlighted the garden became a tool in communities that encouraged social engagement, involvement in a meaningful community activity, sharing of produce, building relationships with support agencies and developing valuable friendships or social networks (p.37)

The questionnaire responses (Figure 10) also show Wee Forests and local green spaces as valuable for community recreation with all participants responding with strongly agree (8 responses) or agree (4 responses). Regarding the Wee Forests, one interviewee talked extensively about the outcomes from simply working in a public space in which passing community members can generate conversation, provide insights into the lives of others, express curiosity and be invited to participate, generating good will and creating social bridges.

Just all the life lessons that comes from having an area like that [Wee Forest] outside, there's so much you learn, and you don't really realise it until you're speaking to somebody in the community. That then tells you. That they don't have that or, oh, I've never planted something. How do you do that? Us planting trees outside and people standing and speaking to us, asking what we're doing and why we're doing it. So, to be able to say, oh, we've planted that and that's going to have pears coming from it in a couple of years. [That] time was actually quite exciting because then you've seen the other person getting excited, the fact that there's going to be pears coming from that tree or so we do cherries like cherry blossoms, like all that kind of thing. It's quite nice to see.

Interview 3 – 1 WF

Implicit in these activities is the commitment to working with nature, connecting to, generating growth, and recognising our interdependence with the natural world. This is exemplified by the north westerly ward where the local school participates in the Green Spaces Network meeting which helps to develop connections for sharing expertise and further developing the local community gardens, allotments and Wee Forests. This highlights the value of being in nature and in actively participating in growing. These characteristics are also evident in the outcomes of Truong et al. (2018) who discuss the pride in a social housing community because of the collective gardens they had built and the way in which they ‘lifted the image’ of the place. In this study participants were also drawn to caring for a vacant block, beside their housing development, that was in a state of disrepair. They were particularly concerned that there should be enough flowering plants to support the bee colony. Another echo is found in Kuo et al. (2019) who highlight the positive change in social dynamics in the community because of developing community gardens in an urban space. 

Community networks related to growing and green spaces has led to the school in the southwest ward developing gardens in their school grounds to provide opportunities for the children and their families to grow food outside of their engagement with the local allotments and Wee Forest. Their intention is to maintain these community networks and the related activities but to deepen the involvement in growing and connecting with nature. Another example is the school in the northwest ward, who were, at the time of the interview, about to plant 300 tree saplings, provided by the Woodland Trust, on council owned land to enhance the local green spaces in the community. This was to be combined with a community event and an Easter egg hunt given the time of year.

4.4 Theme 4: Wee Forests and local green spaces are intrinsic to collective wellbeing, learning about the natural world and developing environmental dispositions

The previous themes have included the benefits related to community connection and engagement but there are also other important factors related to community health and wellbeing There is a general consensus that wellbeing is multidimensional and clustered around the thematic domains of mental wellbeing, social wellbeing, physical/biological wellbeing, and spiritual well-being (Dodge et al., 2012; Linton et al., 2016) and these domains relate to individuals, families and communities (Okvat and Zatura, 2011; La Placa et al., 2013) and broadly reflect the Place Principle (2019). This principle, in turn, includes considerations of community health, wellbeing, and biodiversity. Bele and Chakardeo (2021) highlight the importance of biodiversity in urban green spaces and imply that it also supports wellbeing but emphasise the need for further research into public perceptions of biodiversity and preferred green spaces.

The Wee Forests generate and support high levels of biodiversity, significantly improved soil health and the capacity, even at initial stages of their growth, to mitigate air pollution (Ottburg et al., 2018; Cárdenas et al., 2022). In contrast, the wards in which these Wee Forests have been established have been identified as having minimal biodiversity despite the community park facilities that are present. This is partly due to the species of trees being non-native, inappropriate for the setting, or not sufficiently diverse. Having large swathes of ground covered in grass is also less likely to encourage high levels of biodiversity (ibid). However, parks are popular spaces providing affordances for play, sport, relaxation, socialising and reinvigorating our capacity for directed attention (Kaplan, 2005). The tendency for public perception for preferred green spaces to be those that reflect well-groomed public parks (Bele and Chakradeo, 2021), points to the importance of the Wee Forests provision for not only public amenity but for information about biodiversity and the way in might be experienced in communities. For example, in the northwest ward, the community received funding for establishing a community park in the grounds of a demolished primary school. There were some tensions regarding the type of planting that would be done in this space.

And they got that, but then going further is it would be really hard to sell those same people on a wildflower meadow because they're like, it looks pretty for six weeks and then it's a mess for the rest of the year. 

Interview 2, speaker 2  – local green space

We just like nicely cut grass for the lawn mower and clippers. 

Interview 2, speaker 1 – local green space

Given the need for biodiversity improvements in these ward areas, the Wee Forests provide much needed biological services in addition to creating opportunities for community engagement with biodiversity principles.

The school in the southeast ward, identified the local park as an important place for taking their students for socialising, sporting activities and/or general relaxation. Learning related to the school curriculum also featured. In practice this was more in relation to physical education or literacy activities that occurred after the outing but it for the school in the southwest ward was evident that other areas of curriculum could be incorporated into these outings.

It's programme curriculum time. All the children are put into houses, … there's five houses within the school and all of the children have specific area that they'll go out and do certain things related to a sort of umbrella idea and we've got to come up with our own ideas…numeracy. You can use it for literacy. You can give it like prompts for their writing when they come back. It's great for health and well-being. I would say that there's probably every curricular area is covered and could be covered using it as well.

Interview 1 – local green space

Regarding the northeast ward Wee Forest, the community liaison officer highlighted the value of the space for creating connections between learning across the curriculum.

Related to Wee Forrest: Again, it's mostly about nature connection and giving kids the opportunity to sort of access outdoor spaces in in a slightly more naturalistic way. Sort of put into context anything that they've learned in school through either biology sessions or if they have a geography class or something like that.

Interview 5 – WF

Schools in the southwest and east wards talked about the range of activities that had been conducted in the Wee Forests and local green spaces on outings arranged by themselves or in conjunction with the Wee Forest Community Liaison officer. These included innovative science lessons, identification of species, literature provocations after visits to the sites or numeracy lessons and creating safe houses from natural materials for species to live in in the Wee Forests. It appears these curricula related activities were crafted to work with the spaces rather than attempting to translate standard lessons that would occur in a classroom into the outdoors. This innovation is encouraging as Lloyd et al., (2018) remind us that outdoor education has intrinsic value for learning across all topics and must not be a ‘drag and drop’ approach. In addition, research tells us that this type of engagement with adult role models supports young people to develop environmentally positive dispositions (Chawla, 2017). 

However, the intensity of activity appeared to be in the planning and planting stages or be focused on the warmer parts of the year. The Dundee Wee Forests are still in the early stages of development. There were many barriers to engaging in the Wee Forests and local green spaces (See theme 2), but the teachers reported many ideas and aspirations for learning related to their Wee Forests or local green spaces. This included investigating the health benefits of being in the natural world in collaboration with the local medical practice.

I had a crazy idea that would like to have these little mini medics. So, these children who go along and can go into the practice, speak to some of the clinicians about how to measure blood pressure, for instance, and then we go into the green space, and we go and measure blood pressure again and actually is our blood pressure lowered by being within nature? So, there'd be some, you know, that kind of idea of, and the GPs are super keen for us to work with them.

Interview 2 – WF

Indeed, the engagement of the NHS medical practice in the Wee Forests highlights the potential for them to become community partners in more than health provision but as contributors to community education about health and environmental practices. Speaker one in the practice (Interview 3) emphasised that the NHS has one of the highest carbon footprints of any community organisation. 

Well, a massive benefit of having it there [Wee Forest – author’s clarification] is primary care are one of the highest producers of carbon. Our carbon footprint, is higher than most other, like your individual households and NHS carbon usages is massive as well, so I think ideally having that green space beside us, it makes us feel that a little bit more like we're giving something back to the community.

Interview 3, speaker 1 – WF

This practice ranked second in the UK for environmentally friendly practices demonstrating a strong commitment to scrutinising all elements of their operation, including carefully considering the environmental impact of medications they make available for patients. Speaker 1 used asthma medication as an example. The standard puffer dispensers have a particularly high carbon footprint, whereas those that dispensed powder-based medications had a much lower impact and could be used where patient symptoms permitted.

The quantitative data (Figure 10) shows Wee Forests and local green spaces as a strength for learning for sustainability with all participants responding with strongly agree (11 responses) or agree (1 response). Both questionnaire and interview data concurred that the addition of public facilities, installation of signage to identify flora and fauna, providing ideas for utilising the spaces, and attending organised events would enhance their capacity for engaging in the Wee Forests. Nevertheless, participants unanimously recognised and strongly endorsed the benefits associated with using Wee Forests and green spaces. Overall, the data highlights the importance of enabling access to and promoting engagement with Wee Forests and green spaces.

5. Conclusions

This research was conducted to identify the proximity of primary schools in Dundee to the Dundee Wee Forests and significant local green spaces and the ways in which they were used by stakeholders which included schools and medical practices. It sought to understand the perceptions of the school and medical practice staff about the benefits and usefulness of these spaces, and the barriers to engaging with them. Potential strategies for mitigation of the barriers were also investigated.

The research takes a pragmatic approach with mixed methods used to generate findings include QGIS Mapping, a mixed method questionnaire for surveying schoolteachers and semi structured and dyadic interviews for qualitative data. The research data collection period was a total of four weeks. As a result, the quantitative data is minimal but provides some insights into the perceptions of teachers. While the qualitative data is restricted to teachers in three of four schools and staff in one of two medical practices, it represents most of the initial stakeholders in the Wee Forests who were identified as target participants.

Regarding the proximity to Wee Forests and local green spaces, our mapping shows that six schools from a total of 33 primary schools in Dundee (and the two initial partner medical practices) are within a 20-minute walk of a Wee Forest. A further two schools can reach a Wee Forest within a 25-minute walk, while 25 schools are located further than a 25-minute walk from a Wee Forest. In relation to local green spaces, 23 schools out of a total of 33 primary schools in Dundee are within a 20-minute walk, four schools can reach a green space within a 25-minute walk, while six primary schools are located further than a 25-minute walk to a local green space.

There are five schools who are located beyond the 20-minute target walk zone for either Wee Forests or local green spaces. A further six schools are on the periphery of the 20-minute walk zone (See Annex 5 for detailed maps for each school). This indicates that 11 or 33% of schools have no or very limited access to green spaces in the form of parks or Wee Forests. It is also worth considering that when schools apply the parameters of a standard lesson time, indicated by two of the interviewees as one hour, even a 20-minute walking distance minimises the value of attending these sites if there are only 20 minutes left for onsite engagement. However, NatureScot (2020) highlight the value of including the walking journey as potential familiarisation and outdoor learning experiences so it may be that engaging with teachers to support the use of these strategies will go some way toward encouraging use of Wee Forests or local green spaces even when there are time restrictions. Further mapping could investigate issues related to distance with a possibility of reducing the time to a 10-minute walk time. Indeed, the research related to 20-minute neighbourhoods (Alnwick Civic Society, 2023) specifies a 10-minute walk time each way which is half of the time used here. This may render many more schools as having minimal access to Wee Forests and local green spaces and again, highlights the time barrier indicated by teachers. 

A total of six schools had relatively easy access to Wee Forests, two have peripheral access but 25 did not. Given the biodiversity that thrives in Wee Forests and the relative lack of it in many local green spaces, opportunities for learning about the different green environments and their ecosystems in Dundee is limited. For the schools who were engaged in the Wee Forests, there was a balance of engagement with explicit education about the ecology of these spaces and experiential learning that was child led.

Even though nine of 12 questionnaire respondents knew of the Wee Forests, use of or engagement with them was limited to the initial planning and planting which was a scaffolded activity supported by the delivery partner, Dundee Botanic Gardens. There was limited engagement reported by interviewees and questionnaire respondents who indicated this would increase in the warmer months with one participant saying they visited weekly, a further two indicated their visits were monthly and all others were six monthly or longer. Further research in the warmer months of the year may provide different responses.

Most participants agreed that the Wee Forests were useful but that they would be more so with additional resources such as information about how to engage with the biodiversity that was present there. Interview participants went further to identify the value of a permanent local liaison officer who could accompany them to the Wee Forests, identify other reclaimed green spaces apart from municipal parks (such as the Miley) and assist with links to the curriculum. Previous curriculum engagement was specifically indicated when this was a supported activity with the then community liaison officer, particularly in those instances where the teachers who were champions of the school engagement in the Wee Forests had moved on. The most intensive use of the Wee Forest appeared to be the local medical practice with a range of additional developments and activities being developed since their initial engagement. This, and the other networking activity discussed, speaks to the value of the Wee Forests as part of a network of community green spaces including community gardens and allotments.

A surprise finding in this research is the relationship between the Wee Forest and the network of other local green spaces, specifically, community gardens and allotments. Each of the interviewees spoke about the connections they had made since being involved in the Wee Forests or the aspirations they had for further integration of these local green spaces, and with the community members involved, into their curricula or medical practice activities. The opportunities for chance meeting of community members while working in the Wee Forests, the deliberate scheduling of events based in these spaces and the extended engagement in other nearby community gardens, highlighted the value of the Wee Forests as a key node in this green community network. This is a significant finding as three of the four schools who were initially involved in the planning and planting of the Wee Forests were represented in the interviews along with one of the two medical practices. This also gives some indication that biodiversity matters to those involved. Whether this was the case prior to involvement in the Wee Forests or not, it seems to have developed into a feature of their extended engagement. It also generated reciprocal engagement with the stakeholders in these extended green spaces.

In contrast, the use of the local green spaces did not highlight connections with other green initiatives in the community. The main use of the local parks by schools, was related to ensuring there was some outdoor time for the children. Most questionnaire respondents indicated their engagement was less than once every six months. While at these sites, there was a focus on physical education and sport, on wellbeing, recreation and play. These types of activities have their own intrinsic value and as 23 of the schools did have access to these local green spaces, they are an important part of the educative and community experience. This is an opportunity for engaging with schools further to investigate the curricula links and to engage with and even critique the biodiversity that exists in them, with a view to actions for supporting it further. 

There were significant barriers to engaging with the Wee Forests or local green spaces. For schools, they included time available for taking the children out. The travel time to and from when added to the time spent on site was often more than was available in the busy school day. Supervision of children and adhering to required staffing levels was also an issue. One school reported vertical streaming into houses to manage this, in conjunction with using their support staff, but the frequency of their visits was still low. Teachers indicated they would go to the Wee Forest or the local green spaces more often if they had the time and the staff. Planning and implementing worthwhile activities to engage the children in at local parks was not an issue as the large spaces afforded opportunities for gross motor activity and the children were quick to make the most of it. The teachers were also familiar with this type of activity and time/supervision permitting, would be more inclined to do more of it. Having said this, the frequency of engagement was low with more than half of the respondents and interviewees indicating that their use of either local green spaces or Wee Forests was once every six months and a further one indicating it was monthly. One school indicated that they go out at least every second week.

In summary, it appears that the use of Wee Forests and local green spaces is limited in Dundee. Where local parks are used by schools, it is for sport, recreation, wellbeing and social activities with underpinning recognition of the value of local green spaces overall. With Wee Forests, where they are used by schools, there is more scope for engagement in a variety of curriculum areas which points to the importance of biodiversity as part of engagement in outdoor spaces. Most respondents and interviewees recognise the value of the Wee Forests and local green spaces, citing the benefits indicated above but report significant barriers to engaging with them. They include access, time, supervision support, ideas, and lack of clear links to curriculum. These spaces could be improved by additional facilities, including signage, resources for teachers, dedicated Wee Forest/local green space community facilitators, hosted events in the spaces and provision of transport to access them.

The additional finding is that the Wee Forests have become important nodes in networks of community local green spaces such as community gardens and allotments. Participants involved in the Wee Forests have expanded their knowledge and networks within the community and have embarked upon reciprocal engagements with gardeners and champions of green initiatives. This outcome highlights the potential scope for additional engagement of schools and communities to generate collective placemaking if the relevant resources and supports are in place.

5.1 Limitations and strengths

This research reflects some new understandings of local primary schools in the Dundee Local Authority area. It cannot be said to be generalisable about the engagement of schools with local green spaces due to the low number of respondents. This was due in part to the limited time in which the researchers had to collect data (a total of four weeks) and the time of year, in early spring, when daytime temperatures are still low and where teachers were busy with ensuring end of year spending in approved programs was carried out. Indeed, during the second attempt to recruit participants by calling school head teachers and medical practice staff, researchers were repeatedly told that teachers and medical practice staff were very busy. There were also school head teachers (three) who asked directly if the questionnaire was voluntary and if so, they said they were unlikely to send it on as their teachers did not have time to complete it. Information about the voluntary nature of the questionnaire was included in the initial contact prior to the phone calls. This limitation also sits within the context of challenges for researchers to engage teachers in Scotland, according to Oates and Riaz (2016) who, notwithstanding the gate keeper functions of leadership in schools, highlight the need for building trust and cultural capital with teachers for them to feel there is value in the process of engagement for them.

This research mapping provides new information about the proximity of schools to their publicly accessible local green spaces and the Wee Forests and filters out green spaces that are not accessible to schools and community members. It therefore points to potential opportunities for engagement in Wee Forests and local green spaces in instances where other barriers to more activity in local green spaces and Wee Forests can be overcome. This is significant insofar as children in Scotland have made it clear that they want opportunities for learning outside (Children’s Parliament, 2022) and indeed have a right to do so. The Scottish Government’s new Target 2030 A Movement for People, Planet and Prosperity: Scotland’s Learning for Sustainability Action Plan 2023-2030 also makes it very clear that all schools will be required to “have a whole setting approach to Learning for Sustainability that is robust, demonstrable, evaluated and supported by leadership at all levels” (Scottish Government, 2023). The Wee Forests and local green spaces can make substantial contributions to achieving these aims.

The findings from the qualitative data shows the commitment that the three of four local schools and one of two medical practices that were involved in the planning and planting stages of the Wee Forests still have and provides rich narrative across the data set. The level of activity was supported by the provision of a community liaison officer who is no longer employed in this role but if reinstated, could make a considerable difference to the engagement in these spaces. The level of independent activity was particularly evident in the case of the northern ward medical practice and school. However, the scope for engagement was limited by the barriers (see theme 2).

5.2 Recommendations for practice, policy and further research

1. Plant more Wee Forests. This research shows they become part of a network of community members involved in local green spaces and serve community amenity, education, biodiversity and networking functions.
2. Engage green liaison facilitators to work with schools, medical practices and community groups to formally connect isolated groups/schools to existing networks and provide information about opportunities for engagement in the Wee Forests and local green spaces.
3. Promote educational resources for schools and the community to assist them in understanding and engaging with the Wee Forests and their local green spaces. Ensure there are specific elements within the resources that relate to Wee Forests.
4. Develop Local Authority guidelines to support schools to address the barriers related to curriculum time and supervision to enable program structures for engaging in outdoor education activities.
5. Identify and resource learning for sustainability champions in schools and support them to work with teachers in the local authority to connect curriculum with outdoor learning.
6. Conduct longitudinal research for the next five years into the existing Dundee Wee Forests to determine use by school and community groups and the ways in which the Wee Forests and engagement with them develops.
7. Conduct longitudinal research regarding primary school use of Dundee local green spaces (and any new Wee Forests) to understand the way in which engagement in these spaces can support their actions related to their obligations under the Target 2030”A Movement for People, Planet and Prosperity: Scotland’s Learning for Sustainability Action Plan 2023-2030.
8. Conduct longitudinal research regarding secondary school use of local green spaces (and any existing/ new Wee Forests) to understand the way in which engagement in these spaces can support their actions related to their obligations under the Target 2030” A Movement for People, Planet and Prosperity: Scotland’s Learning for Sustainability Action Plan 2023-2030 obligations.
9. Conduct longitudinal research regarding medical practice use of the Wee Forests and local green spaces to identify the ways in which their practices and use of the Wee Forests and local green spaces develops and the impact this has on the community.
10. Conduct longitudinal research regarding the Miyawaki planting method and the impact that species choice, provenance, tree size and planting spacing/density at small-scale have with regards long-term consequences of viable woodland establishment, economically and for functional ecosystems and the subset of ecosystem services. Ensure this work is done in collaboration with Earthwatch UK and is consistent with their research in other parts of the UK.

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Annex 1 - Dundee Wee Forest concise histories

Wee Forest local delivery partners

In 2021/22, with funding from the Scottish Government and in partnership with Earthwatch, NatureScot provided Wee Forest accreditation training to nine Local Delivery Partners. The University of Dundee Botanic Garden became an accredited Local Delivery Partner in Tayside providing end-to-end delivery of the whole Wee Forest method including school and community engagement, site preparation and Miyawaki method planting, volunteering and long-term citizen science (NatureScot, 2024b). The training and accreditation process designed to deliver Wee Forests to a consistent international standard, required participation in three, three-hour on-line training courses where Earthwatch shared the method (an example of this guidance in selecting site criteria is shared in Figure A1.1). Online training sessions were followed by Botanic Garden staff attending an in-person Planting Day and an initial Monitoring Day in Edinburgh – to see how the method works in practice. Concurrent with this training, Earthwatch worked with NatureScot, to prepare a research, monitoring and evaluation framework that resulted in a requirement for data collection and reporting from the start (see EarthWatch, 2022).

Wee Forest site selection criteria

As part of this process, NatureScot provided supplementary guidance for selecting the 20 pilot sites that included cover some, or all the following:

1. Bring nature to nature-poor areas
2. Vacant and derelict land sites
3. Areas of socio-economic disadvantage (bottom 20% of the Scottish Index of Multiple Deprivation – SIMD)
4. Close to schools and communities who might wish to become engaged, and 
5. Are in urban areas, i.e.: settlements of more than 3,000 people.

The selection criteria initially identified ten potential sites as desk top review undertaken by staff at the Botanic Garden, which was then critically reviewed together with green space management team at Dundee City Council. This extensive list being reduced to two in 2021, once the criteria had been applied, including timescales as the project programme was less than 6 months, but also once practicalities of site access, a lack of overhead or underground utilities and the legal permissions for land cover and land use change had been consented. The landowners agreeing to sign over the sites for 10-year project establishment phase resulted in Dundee City Council providing the city central site in Maryfield Ward at Robertson Street, and the Tayside NHS Trust agreeing to the similar appropriate of a suitable site in Douglas ward, off Balunie avenue with signoff via a formal Landowner Declaration Form (see Figure A1.2).

Designed and planted in two phases: 2021/22 – Robertson Street in Maryfield ward, Douglas, in Doulas ward; 2022/23 - Lochee, in Lochee Ward and Kirkton in Strathmartin ward. University of Dundee Botanic Garden © crown copyright and database rights 2023 Ordnance Survey.

In December 2022 NatureScot offered funding for two more Wee Forests in Dundee, resulting in the selection and realisation of project sites in Lochee and Strathmartin, at Kirton. The experience of delivering the first two Wee Forests, meant the project could be delivered on both sites within three months. However, the potential for community and stakeholder engagement was somewhat compromised, resulting in a slower uptake by schools and more extrapolated engagement with community groups being established, including the community growers, and community environmental art and nature groups. These relationships are ongoing and slowly permeating back into the wider potential beneficiaries in community including schools, groups and NGOs engaged in outdoor education. 

Community engagement in Wee Forests

To support the community engagement local school, health care and community partners were encouraged to partner in the project and local volunteers, known as ‘Tree Keepers’ in the Earthwatch programme were recruited (see Annex 3). In the first phase of site selection in 2022/23, this process involved six months and allowed for the recruitment of a University of Dundee 1st year PhD student and partnering with a medical school final year design sprint. A community engagement plan was designed and enacted including a series of local online and face to face workshops, stakeholder interviews and a report which identified opportunities for green health and wellbeing activities, for school curriculum alignment with these new outdoor spaces, and enhanced ‘pocket spaces’ that were richer in potential biodiversity being introduced in to what are otherwise nature poor areas of the city (Frediani, 2021; MacFarlane, Tenant and Eynon-Lewis, 2021; Maxwell, Prill and Ahmad, 2022). The resulting proactive engagement resulted in two community groups (Stobswell Forum in Maryfield and Douglas Community Group in Douglas), two primary schools and two GP practices participating in the final design, planting and subsequent maintenance and monitoring of these pilot sites.

Figures A1.4 & A1.5: Infographics from the first SSC design sprint by medical students at the University of Dundee in advance of the Wee Forest coming to Dundee in trying to garner support for Green Health and Wellbeing and outdoor learning with medical practices, schools and community groups (after MacFarlane, Tennant and Eynon-Lewis, 2022).

Annex 2 - Wee Forests demonstration project monitoring and evaluation framework

Table A2.1. Project aim: Demonstrate that Wee Forests are an effective way of providing more people in urban Scotland with opportunities to connect with and derive benefits from nature close to where they live.

Outcome: A network of Wee Forests is created in Scotland, extending the UK and global network of Tiny Forests

SMART Objectives	Outputs	Measure/Indicator	Method/Who
20 Wee Forests with at least 12,000 trees covering 4,000m2 are planted by March 2022.	Number and location of Wee Forests	Number of Wee Forests	NatureScot
-	-	Number of trees planted	LDP collect - annual report to NatureScot - check EW data protocol
-	-	Area of Wee Forests	LDP collect - annual report to NatureScot - check EW data protocol
80% of the Wee Forests planted in 21/22 are located in, or within and 10-minute straight line walk of, the lowest 20% SIMD areas in Scotland.	-	Analysis of location in relation to 20% SIMD areas	NatureScot
-	-	Actual cost/time to create, maintain and support Wee Forests	LDP collect - annual report to NatureScot

 

Outcome: Increasing evidence demonstrates the contribution that urban trees can make to the resilience of communities from the impacts of climate change and biodiversity loss

SMART Objectives	Outputs	Measure/Indicator	Method/Who
The 10-year NatureScot Wee Forest Demonstration Project, and collaboration with Earthwatch, adds to the evidence of the benefits of urban trees for community climate and ecological resilience	Reports, case studies, references, etc, that result from the Wee Forest Demonstration Project	Number of reports, case studies, references, etc	NatureScot, Earthwatch and LDP Annual Report to NatureScot

 

Outcome: More children and young people have a nature-rich, biodiverse outdoor play and learning experience close to where they live

SMART Objectives	Outputs	Measure/Indicator	Method/Who
800 participants from local schools and communities start their experiential outdoor learning and play by planting and learning in their Wee Forest by March 2022.	School and community participants and their outdoor play and learning experience	Number of adults/children and young people at Planting Day	LDP collect using feedback postcards - annual report to NatureScot - check EW data protocol
-		Confirmation that children and young people and/or local community had an opportunity to visit a reference forest and take part in their Wee Forest co-design	LDP collect - annual report to NatureScot
-	-	% adults/children and young people have a positive experience at the Planting Day	LDP collect using feedback postcards - annual report to NatureScot - check EW data protocol
-	-	% adults/children and young people report that they plan to visit the Wee Forest again	LDP collect using feedback postcards - annual report to NatureScot - check EW data protocol
85% of participants increase their understanding of global and local environmental challenges over the 10-year pilot period.	-	% adults/children and young people indicating an increase in environmental knowledge.	LDP collect - annual report to NatureScot
-	-	Anecdotal evidence about how children and young people play using the Wee Forest	LDP collect - annual report to NatureScot (Keeper Team)
-	-	LDP experience of initiating and sustaining interest over time - barriers and learning points	LDP collect - annual report to NatureScot

 

Outcome: More educators gain experience of delivering outdoor play and learning activities

SMART Objectives	Outputs	Measure/Indicator	Method/Who
100% of educators who take part in Wee Forest activities gain experience of delivering outdoor play and learning activities over the 10-year pilot period.	Number of educators and their experience	Number of educators attending Planting Day, Monitoring Days and other appropriate activities in the calendar of events	LDP collect - annual report to NatureScot
-	-	Anecdotal evidence about educator experience and feedback	LDP collect - annual report to NatureScot

 

Outcome: More volunteers widen their skills and experience as citizen scientists, collecting data on the social and ecosystem services benefits of Wee Forests to share on an open-source data platform

SMART Objectives	Outputs	Measure/Indicator	Method/Who
50 local people volunteer for a Tree Keeper Team, making a multi-year commitment to look after their Wee Forest; and more get involved in wider volunteering activities.	Tree Keeper Teams	Number of Tree Keepers trained	LDP collect - annual report to NatureScot
-	LDP Facilitated Monitoring Days	Number of volunteers/participants trained as citizen scientists to collect data independently	LDP collect - annual report to NatureScot - check EW data protocol
-	Self-lead Monitoring Days - schools or community	Number of volunteers/participants trained as citizen scientists to collect data independently	LDP collect - annual report to NatureScot - check EW data protocol
-	Volunteers who are not part of Tree Keeper Teams	Number of volunteers taking part in activities	LDP collect - annual report to NatureScot
-	Data collected	Records uploaded to Earthwatch data platform	Earthwatch data protocol + LDP/NatureScot additional data
-	Data collection, analysis and dissemination	Research references; use in local schools or communities	Earthwatch + NatureScot + LDP Annual Report
		LDP experience of initiating and sustaining interest over time - barriers and learning points	LDP collect - annual report to NatureScot

 

Outcome: More local people have improved health and well-being benefits from connecting with nature

SMART Objectives	Outputs	Measure/Indicator	Method/Who
85% of participants rate the Planting Day as good, really good or fantastic; and 75% plan to visit their Wee Forest again.	Local communities and their health and well-being enhancement	Local residents / students use the outdoor classroom as a social space	LDP collect - annual report
-	-	Number of QR code click throughs	Earthwatch
-	-	Anecdotal feedback from Tree Keepers, residents and volunteers	LDP collect - annual report
-	Data collection, analysis and dissemination	Research references; use in local schools or communities	Earthwatch + NatureScot + LDP Annual Report
-	-	LDP experience of health and well-being benefits over time - barriers and learning points	LDP collect - annual report to NatureScot

 

Outcome: Wee Forests are an increased focus for celebration and a diverse range of community events that seek to include and engage with everyone in the neighbourhood

SMART Objectives	Outputs	Measure/Indicator	Method/Who
Annual calendars of events reflect the diverse ways in which people and schools are using and enjoying their Wee Forests.	Wee Forest events	Earthwatch Data Platform - Calendar of Events	NatureScot + LDP Annual Report to NatureScot
-	-	LDP experience of initiating and sustaining interest over time - barriers and learning points	LDP collect - annual report to NatureScot

 

Outcome: Accredited Scottish Local Delivery Partners (eNGOs, Councils, landowners, etc) are empowered to create Wee Forests to a recognised international standard

SMART Objectives	Outputs	Measure/Indicator	Method/Who
Six Local Delivery Partners (LDPs) complete Earthwatch Wee Forest accreditation training and are empowered to create Wee Forests irrespective of the funding source.	Accredited and confident Local Delivery Partners	Number of LDPs and individuals completing Wee Forest accreditation training and planting Demonstration Project Wee Forests	NatureScot + LDP Annual Report to NatureScot
-	-	LDPs planting additional Wee Forests	NatureScot + LDP Annual Report to NatureScot

 

Outcome: NatureScot, Earthwatch and Wee Forest partners are able to demonstrate the value of Wee Forests as an urban nature-based solution for environmental and societal challenges

SMART Objectives	Outputs	Measure/Indicator	Method/Who
200 volunteers a year take part in volunteer activity including regular monitoring days and upload data to Earthwatch’s open-source data platform.	Earthwatch data protocol and open-source data platform	Earthwatch Data Protocol followed, and records uploaded to Data Platform initially and over time - carbon capture, flood management, thermal comfort, biodiversity and participant experience	Earthwatch data protocol
-	Additional data and experience collected by NatureScot and partners	Additional NatureScot/LDP/Partner data requirements collected and used	NatureScot + LDP Annual Report to NatureScot
-	Data collection, analysis and dissemination	Research references; use in local schools or communities	Earthwatch + NatureScot + LDP Annual Report
-	-	LDP experience of health and well-being benefits over time - barriers and learning points	LDP collect - annual report to NatureScot
Increasing evidence demonstrates the contribution that urban trees can make to the resilience of communities from the impacts of climate change and biodiversity loss (see outcome above).	Vacant and Derelict Land with positive end use	VDL land taken off the register	NatureScot

 

Outcome: Wee Forests gain significant profile and interest on a range of media

SMART Objectives	Outputs	Measure/Indicator	Method/Who
Wee Forests receive significant publicity in line with the Communications Plan, particularly as a COP26 legacy.	Communications	Communications monitoring - social media; traditional media; COP references	NatureScot, Earthwatch and LDP Comms

 

Annex 3 - Tiny Forest recruitment flyer for community tree keepers

 

Annex 4 - Initial engagement with local communities at first two Wee Forests in Dundee

Table A4.1. Wee Forest Activities - 2022

Key:	Douglas (D) Robertson Street (RS)
March	-
24/03/2022	Medical staff planting day (D).
25/03/2022	Primary school/ media planting day (RS).
26/03/2022	Community planting day (RS).
27/03/2022	Community planting day (D).
April	-
06/04/2022	Tagging dry run. Filtration tests (RS).
18/04/2022	Review fire damage (RS). Note: the straw mulch specified by Earthwatch was set on fire on this site
20/04/2022	Review tree damage (RS).
27/04/2022	Review tree survival rate (RS).
May	-
05/05/2022	Replacing destroyed tags and filtration pipes (RS).
18/05/2022	Tagging complete (D). Tiles installed (RS).
21/05/2022	Stobfest walk and talk. Tree firming/replacement. Tagging complete (RS).
23/05/2022	Tree keeper group chat created
27/05/2022	Bug observations/ preparing ground for wildflowers (D).
27/05/2022	Bug observations/ preparing ground for wildflowers (RS).
30/05/2022	Biodiversity talks with schools (RS).
31/05/2022	Saturday morning sessions plan initiated (RS). Still looking for lead on Saturday sessions (D)
June	-
04/06/2022	Saturday session (RS). Wee Forest outreach at external events.
11/06/2022	Saturday session (RS). Wee Forest outreach at external events.
11/06/2022	Saturday session (D). Wee Forest outreach at external events.
12/06/2022	Wee Forest outreach at external events (RS).
14/06/2022	Wee Forest Twitter and Card pages made (RS).
16/06/2022	Wee Forest outreach at Claypotts Castle School (D).
18/06/2022	Wee Forest outreach at external events (RS).
July	-
02/06/2022	Barley bash event (D)

 

Annex 5 - Maps of Dundee’s green spaces, Wee Forests and schools 

Mapping notes: The following QGIS maps are generated from a protocol described by the Alnwick Civic Society (2023) “Making maps of 20-minute neighbourhoods”. The method provides two options for baseline maps, this project adopts open street map method, rather than the alternative ordnance survey high level road network, as the former has a footpath layer that can be readily integrated, while the road network does not. The protocol adopts a processing query to inform the zonation overlay by adding in the QNEAT3 and QuickOSM plugins and using them to represent a 15-minute walk. There is no standard protocol for estimating the mean distance children can walk, however Cavagna, et. al. (1983) has published the walking speed of the children 2.8 km/hr (yielding 936 m), also noting that this increases until 12 years old where the adult walking pace Cavagna et al estimated to be 5 km/hr, yielding 1500 m after 20 minutes.

To find the mean (average) of two numbers and give an approximate value to school children, this project has added these figures together and then divided the sum by the total number of values.

For the numbers 936 m and 1500 m:

• 936 + 1500 = 2436 / 2 = Mean = 1218m (rounded down to 1200)

So, the mean of 936 and 1500 is 1218. This is rounded down to 1200m for ease of communicating and mapping, enabling the accessible path network to be identified around each individual primary school, as being approximate to a 20-minute child walk (1200 meters).

This comparison of the different zones of 20-minute walking times centred from Lochee Wee Forest for each age class distance in meters (936m the child distance at 2.8 km/hr; 1500m the adult distance at 5 km/hr and 1200m being the mean (approximately 6 - 10 years old) shows that children walk a lesser distance than adults in the 20-minute time frame.

The figure above shows an overview of Dundee's schools, in proximity to the 20-minute walk for an adult from each Wee Forest (light green shape) and the orange represents Local green spaces. This is different to the 20-minute walk for a child which is depicted in the maps below and referred to as “have access/no access” in the captions. 

Annex 6 - Questionnaire

Please note, the questions below were part of a JISC survey online. They were preceded by participant information and a consent form that required agreement prior to having access to the questionnaire.

1. Have you heard of the Wee Forest Program (if no, click here to read information and then go to Question 3)
    
2. Is there a Wee Forest in your local area? 

a. Yes
b. No

3. Are there local green spaces available within a 20-minute walk to which you can take the children or refer clients?

a. Yes
b. No

4. Approximately, when was it established? (Multiple Choice)

a. In the last year
b. In the last 2 years
c. In the last 5 years
d. don’t know

5. Likert scale questions: All questions have options to strongly agree, agree, disagree or strongly disagree.

a. We Forests or local green spaces are useful for education purposes 
b. Wee Forests and local green spaces are useful for supporting community health and well-being?
c. Wee Forests and local green spaces are useful for community recreation
d. Wee Forests and local green spaces are useful for supporting children’s play
e. There are public resources available to support engagement with Wee Forest or local green spaces
f. Other – Text field included.

6. Do you use the Wee Forest or your local green space?

a. Yes
b. Occasionally – go to question 7
c. No – if no go to question 10

7. How often you use the Wee Forest or your local green space? (Multiple Choice)

a. Weekly
b. Monthly
c. Once every 6 months
d. Other (Text field for other).

8. Have you attended any events in your local Wee Forest or green space?

a. Yes
b. No

9. Following on from the previous question, pleases identify the kinds of events. Please choose all relevant responses (Multiple Choice)

a. Community picnic
b. Planting or maintenance events
c. Education sessions
d. Play sessions
e. Other – text field included

10. Likert scale questions – all questions have options for: Options to strongly agree, agree, disagree or strongly disagree.

a. There are barriers to engaging with the Wee Forest or green space in my local area because of the time taken to access them
b. There are barriers to engaging with the Wee Forest or green space in my local area because of the need for supervision of children
c. There are barriers to engaging with the Wee Forest or green space in my local area because of I don’t know how they can be used
d. There are barriers to engaging with the Wee Forest or green space in my local area because of my concerns about safety

11. Likert scale questions: all questions have options for: Options to strongly agree, agree, disagree or strongly disagree.

a. Wee Forests or the local green space be improved by adding public facilities
b. Wee Forests or the local green space be improved by adding signage to identify flora and fauna
c. Forests or the local green space be improved by provision of ideas for using the Wee Forest or local green space
d. Wee Forests or the local green space be improved by adding parking or public transport options
e. Wee Forests or the local green space be improved by implementing facilitated events
f. Other – text field included

12. Likert Scale questions: all questions have options for: Options to strongly agree, agree, disagree or strongly disagree.

a. Wee Forests or local green spaces offer significant benefits in Education for sustainability
b. Wee Forests or local green spaces offer significant benefits in play and recreation
c. Wee Forests or local green spaces offer significant benefits for health and wellbeing
d. Wee Forests or local green spaces offer significant benefits for socialising
e. Wee Forests or local green spaces offer significant benefits for exercise

What is the postcode of your school or practice?