Choosing appropriate plants in elementary schools (Case study: Shahed Elementary School, Sanandaj)
Subject Areas : َArchitecture
Sina Arman
1
,
Nina Qaslani
2
,
Salahedin Molanai
3
*
,
Nima Akhavan
4
1 - PhD candidate in Architecture, Department of Architecture and Urban Planning, Shahid Beheshti University, Tehran, Iran
2 - PhD candidate in Architecture, Department of Architecture and Urban Planning, Shahid Beheshti University, Tehran, Iran
3 - Associate Professor, Department of Geography and Urban Planning, University of Kurdistan, Sanandaj, Iran
4 - Master's Researcher in Architecture, Faculty of Art and Architecture, University of Kurdistan, Sanandaj.Iran
Keywords: Plant selection, educational spaces, school, Sanandaj,
Abstract :
Children’s connection with nature is a critical issue, as experiencing nature is one of the most influential factors in their physical, emotional, and cognitive development. Appropriately selected plants for elementary schools not only avoid disrupting the educational environment but also bring various benefits to its users. Different plants possess diverse characteristics, and it is essential to consider these traits when designing specific spaces and to select plants suitable for the spatial and climatic conditions of each project. This study aims to classify appropriate plant species for various educational spaces within elementary schools. The research adopts a qualitative approach and follows a four-stage methodology.In the first stage, plant species suitable for the climate of Sanandaj were identified and their characteristics were determined in collaboration with botany experts. In the second stage, criteria for desirable educational spaces were gathered through semi-structured interviews with teachers and students, and the data were coded accordingly. The data were analyzed based on three spatial zones: lobby, courtyard, and classroom. The third stage involved consultation with experts from various fields to evaluate the selected plants according to the identified educational space criteria. In the fourth and final stage, a comprehensive analysis was conducted by aligning plant characteristics with educational criteria, leading to a scoring-based prioritization of plant species.The results revealed that native plant species exhibited the highest compatibility with the spatial requirements of educational environments and were therefore ranked as top priorities. Additionally, plants with human-scale proportions and smaller sizes were found more suitable for classrooms and lobbies, while deciduous trees received higher scores for open outdoor spaces. This classification and prioritization provide a practical guideline for selecting appropriate plants in the design of elementary schools and can contribute to enhancing the functionality and quality of educational environments.
Extended Abstract
Introduction
With the rise of urban lifestyles and the modernization of city spaces, children’s connection with nature has significantly weakened. Yet, research has consistently demonstrated that contact with nature is crucial for children’s physical, emotional, cognitive, and social development. Elementary school children spend at least six hours a day at school, making the school environment a vital factor in their overall well-being and learning performance. Plants, when thoughtfully integrated into school design, can enhance educational spaces without disrupting their primary function. While numerous studies have highlighted the general benefits of nature and greenery on children's health and development, there remains a lack of structured research that identifies which specific plant species are most suitable for different types of educational spaces in elementary schools.This study seeks to fill that gap by identifying and classifying appropriate plants for various school environments including classrooms, courtyards, and lobbies within the specific climatic context of Sanandaj, Iran. It proposes an innovative framework that combines expert consensus, botanical characteristics, and spatial-educational needs. The central research question is: What types of plants are most suitable for different educational spaces in elementary schools?
Methodology
In this study, a list of native and climate-adapted plants suitable for the city of Sanandaj was first compiled based on criteria such as climate compatibility, low maintenance requirements, safety for children, visual appeal, and contribution to air quality improvement. Then, the criteria for optimal educational spaces were identified through semi-structured interviews with teachers and students at a boys’ school in Sanandaj. Subsequently, a group of experts in botany, architecture, educational sciences, and environmental engineering evaluated the compatibility of plant characteristics with the needs of three selected educational spaces: the yard, the lobby, and the classroom. Finally, the best plant options were selected based on expert scoring.
Results and discussion
This study focused on the qualitative and quantitative criteria related to three key educational spaces—classroom, school lobby, and school courtyard—in the specific climate of Sanandaj city. The findings showed that certain features, such as adequate and natural lighting, environmental cleanliness, the presence of pause spaces, and creating a sense of autonomy for users, are important across all three educational spaces and have a direct impact on the satisfaction and quality of spatial experience for students and teachers. Alongside these spatial criteria, the role of native and climate-adapted plants of Sanandaj was also highlighted. The selection of plants with characteristics such as drought resistance, low maintenance needs, and the ability to improve air quality was emphasized as an effective factor in enhancing the quality of educational environments. These choices play a particularly important role in outdoor spaces like the school courtyard, which requires resilient and environmentally friendly green areas. Additionally, plants with decorative properties and positive psychological effects were considered for the school lobby to convey a welcoming and calming atmosphere to users. The combination of these spatial and biological criteria in designing educational environments can lead to the creation of dynamic, attractive, and user-centered spaces that not only meet the functional needs of the classroom but also strengthen students’ mental and social well-being. This integrative approach highlights the importance of simultaneously addressing physical, biological, and experiential dimensions in educational space design and suggests that such designs should be based on local and climatic analyses to improve both livability and learning quality.
Conclusion
All criteria for educational spaces and the characteristics of suitable plants for elementary schools in Sanandaj were extracted from a field study conducted at Shahed Elementary School in the city. The results can be generalized to other elementary schools in Sanandaj. The research was conducted neutrally, collecting data through validated interviews and questionnaires, and the final analysis was carried out in collaboration with botany experts and researchers. The main goal of the study was to identify appropriate plants for optimal educational spaces. Plants were evaluated and prioritized based on a checklist of spatial criteria. Native plants scored higher due to better compatibility. It was also found that plants with a human scale and smaller sizes are more suitable for classrooms and school lobbies, and plants with fewer details are more effective in spaces where students need higher concentration. The presented table classifies and prioritizes plant species, providing practical guidance for designers and experts to confidently use plants that align with the educational function. This table is the result of interviews and expert discussions, showing that native species and deciduous trees for outdoor spaces have higher compatibility and priority.The study has limitations, and future research is suggested to explore the appropriate quantity of plants in educational spaces, children’s experiences with different plants, the long-term effects of plants in schools, more detailed maintenance conditions for various species, and economic and environmental assessments of selected species to develop a more comprehensive and effective plan for using plants in schools.
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