This study introduces and explores a new educational concept called Ecological Restoration Education (ERE), using Sweden's "Skolbäcken" (School Creek) project as a case study. ERE combines hands-on ecological restoration work with outdoor education, having students actively participate in restoring degraded ecosystems while learning about environmental systems and human impacts. Through the Swedish Anglers Association's program, children aged 7-12 help restore fish habitats by building spawning areas, creating wetlands, and improving stream conditions.
ERE distinguishes itself from traditional outdoor education by having students directly alter and improve ecosystems rather than simply observing or playing in nature. This "learning by doing" approach combines practical restoration work with curriculum-based learning, creating authentic experiences where children see tangible results from their efforts. The Skolbäcken project operates across three distinct environments - ice (building underwater spawning areas), wetlands (creating habitats for pike), and running water (improving trout streams) - allowing children to experience diverse ecosystem restoration techniques while learning about different aquatic habitats and species needs.
Both teachers and students responded positively to the program, with children receiving diplomas for their restoration work and schools showing widespread interest in participation. The hands-on nature of activities proved particularly beneficial for students who struggle with traditional classroom learning.
While novel in Sweden, similar approaches exist internationally, including prairie restoration in the USA, wetland restoration in Japan, reforestation projects in Russia, and "biocultural restoration" in Costa Rica, suggesting broad applicability of the ERE concept.
Key Takeaways for Environmental Educators:
1. The model demonstrates effective collaboration between outdoor organizations and schools, with NGOs providing expertise, access to restoration sites, and equipment while schools contribute students and curriculum integration. This partnership addresses schools' common barriers of lacking time, resources, and outdoor teaching confidence.
2. ERE connects to multiple school subjects including mathematics (measuring and counting), science (ecosystem understanding), and physical education, demonstrating how restoration activities can support broad educational goals while maintaining authentic environmental purpose.
3. Unlike simulated activities, ERE provides genuine environmental benefits, with children's work contributing to actual habitat restoration that supports fish populations and ecosystem health, creating a sense of agency and meaningful contribution among young participants.
4. The concept shows potential for adaptation across different ecosystems and contexts, from forest restoration to urban biodiversity projects, suggesting broader applications beyond aquatic environments.
The study concludes that ERE represents a timely and relevant response to the nature-deficit crisis, offering concrete solutions that benefit both children's development and environmental restoration. However, realizing its full potential requires addressing fundamental questions about educational authority, maintaining program sustainability, and developing stronger conceptual foundations through continued research and practice refinement.
The Bottom Line
This study by Hansen & Sandberg (2020) introduces and explores a new educational concept called Ecological Restoration Education (ERE), using Sweden's "Skolbäcken" (School Creek) project as a case study. ERE combines hands-on ecological restoration work with outdoor education, having students actively participate in restoring degraded ecosystems while learning about environmental systems and human impacts. Through the Swedish Anglers Association's program, children aged 7-12 help restore fish habitats by building spawning areas, creating wetlands, and improving stream conditions. The research reveals ERE as a promising response to children's growing disconnection from nature, offering both educational benefits and real environmental impact. However, the approach faces challenges including concerns about normative education, questions of authority over children's environmental worldviews, and the sustainability of project-based initiatives in schools.