Goodlives, a food growing project at West Lakes Science Park, is dedicated to equipping unemployed individuals with valuable skills, empowering them to find employment and regain confidence. Recently, Goodlives has opened its doors to local schools, offering students a unique educational experience that extends beyond the classroom. These visits underscore the positive impact on students, especially those with neurodiverse needs, as well as the broader community.
Goodlives is an innovative project aimed at addressing unemployment by providing a platform where individuals can learn new skills in a supportive environment. The project offers a range of activities, including gardening, sustainable farming, and hands-on workshops. These activities not only enhance employability but also foster personal growth, resilience, and a sense of community. Mayfield School, a respected institution known for its commitment to supporting neurodiverse students, recently visited Goodlives. The school’s students, many of whom are on the autism spectrum or have conditions such as ADHD and dyslexia, participated in various activities designed to stimulate both their minds and bodies.
Through this visit they were able to enhance their sensory engagement. The outdoor environment of Goodlives provided a sensory-rich experience, crucial for neurodiverse students. Engaging in gardening activities, such as planting seeds and tending to plants, allowed students to explore textures, smells, and sounds, which are often absent in traditional classroom settings. The students participated in tasks that required focus, patience, and teamwork. These activities helped build fine motor skills and provided a sense of accomplishment, boosting their self-esteem. The inclusive and supportive environment of Goodlives encouraged students to step out of their comfort zones and try new things.
Being in nature has proven benefits for mental health. For students with neurodiverse conditions, the tranquil setting of Goodlives offered a calming space, reducing anxiety and stress. This contributed to improved concentration and emotional regulation. The group activities promoted social interaction among students, allowing them to develop better communication skills and strengthen peer relationships. Working alongside others in a non-competitive, collaborative environment was particularly beneficial for students who might struggle in more conventional social settings.
The Green Steam project, supported by Morgan Sindall, facilitated visits from local infant schools to Goodlives. These visits were designed to introduce young children to sustainable farming practices and the origins of the food they eat.
Students learned about where vegetables come from, how they grow, and the importance of nurturing plants. This early introduction to sustainability instils an appreciation for the environment and encourages responsible behaviour from a young age. The children engaged in hands-on activities such as planting seeds, watering plants, and even harvesting vegetables. These activities provided practical learning experiences that are often more impactful than traditional classroom lessons. Each child also took home a planted seed, giving them a continuing connection to the learning experience and a sense of responsibility. Visiting a local project like Goodlives helped students to feel connected to their community. This sense of belonging is important for children’s social development and contributes to a positive identity.
The partnership between Goodlives at West Lakes Science Park and local schools has proven to be mutually beneficial. For the students, particularly those from Mayfield School with neurodiverse needs, the experience has been enriching, offering unique learning opportunities that support their personal and academic growth. The Green Steam project has successfully engaged younger students, laying the foundation for a lifelong appreciation of sustainability and community involvement. As Goodlives continues to grow, its role as an educational resource for local schools should be expanded. The benefits to the students, the schools, and the community are clear, making this an exemplary model of how educational institutions and community projects can work together to create meaningful and lasting impacts. By fostering these connections, Goodlives can continue to be a beacon of learning, growth, and community support.
