How Japanese ‘tiny forests’ are sweeping Scotland – BBC

The “Wee Forest” Initiative in Scotland: A Report on its Alignment with Sustainable Development Goals (SDGs)

Introduction

An initiative in Scotland to create “wee forests” demonstrates a multi-faceted approach to urban greening that directly supports several United Nations Sustainable Development Goals (SDGs). The project, involving 34 sites, strategically integrates environmental action with community development, education, and public health, with a particular focus on engaging schools and communities in deprived areas.

Contributions to Social and Educational SDGs

SDG 4: Quality Education

The initiative places a significant emphasis on enhancing educational opportunities and environmental literacy.

• All 34 forest sites are located near schools, providing accessible outdoor learning environments.
• The project actively involves students in the planting process and long-term citizen science data collection, fostering practical skills and scientific understanding.
• Educational institutions, such as Queen Margaret University, utilize the forests for teacher training and curriculum development in outdoor learning.
• NatureScot’s long-term vision is to establish a wee forest within walking distance of every school in urban Scotland, aiming to embed nature-based learning into the national curriculum.

SDG 3: Good Health and Well-being

The project is directly linked to public health outcomes through innovative nature-based programs.

1. Several wee forests are situated on the grounds of medical practices.
2. These sites support “green prescribing,” a scheme connecting patients with free, nature-based activities to improve physical and mental well-being.

SDG 10: Reduced Inequalities

A core objective of the initiative is to ensure equitable access to green spaces and their associated benefits.

• A specific effort is made to establish forests in areas of deprivation.
• This strategy provides children and residents in underserved communities with valuable green infrastructure and educational resources.

Contributions to Environmental and Urban SDGs

SDG 11: Sustainable Cities and Communities

The wee forests contribute to creating more resilient, inclusive, and sustainable urban environments.

• The initiative fosters community engagement by involving local residents in planting and long-term stewardship through roles like “tree keepers.”
• These forests enhance urban landscapes by creating accessible green spaces for local populations.

SDG 15: Life on Land & SDG 13: Climate Action

By planting dense, native woodlands in urban settings, the project addresses key environmental goals.

1. The forests enhance local biodiversity within urban areas.
2. They contribute to climate change mitigation through carbon sequestration.

Strategic Vision, Challenges, and Partnerships (SDG 17)

Long-Term Vision and Current Strategy

NatureScot has articulated a long-term vision for the expansion of the wee forest network, aiming for one per school cluster. However, current implementation is constrained by resources.

• The present approach is described as “opportunistic rather than strategic,” contingent on the convergence of available land, funding, expertise, and community support.
• Growth has been incremental rather than expansive.

Challenges and Future Outlook

The primary challenge facing the initiative is limited funding. NatureScot’s broader institutional focus is on restoring larger landscapes, which means wee forests are not the main strategic priority. The agency is, however, exploring alternative routes to support the creation of more urban forests.

SDG 17: Partnerships for the Goals

The success of the wee forest initiative relies on effective collaboration between diverse stakeholders, including:

• Government agencies (NatureScot)
• Educational institutions (schools, Queen Margaret University)
• Local communities and citizen scientists
• Health services (medical practices)

1. Which SDGs are addressed or connected to the issues highlighted in the article?

   The article on Scotland’s “wee forests” highlights several interconnected issues that align with multiple Sustainable Development Goals. The analysis identifies the following SDGs as being directly relevant:

   • SDG 3: Good Health and Well-being: The initiative’s connection with local health services and the practice of “green prescribing” directly addresses health and well-being.
   • SDG 4: Quality Education: The strong focus on school engagement, outdoor learning, and curriculum integration connects the project to educational goals.
   • SDG 11: Sustainable Cities and Communities: The project aims to create green spaces within urban landscapes, particularly in deprived areas, to improve community life.
   • SDG 15: Life on Land: The core activity of planting and maintaining forests, even on a small scale, contributes to the restoration of terrestrial ecosystems.
   • SDG 17: Partnerships for the Goals: The project is a collaborative effort involving government agencies, universities, health services, schools, and local communities, exemplifying multi-stakeholder partnerships.

2. What specific targets under those SDGs can be identified based on the article’s content?

   Based on the specific activities and objectives described in the article, the following targets can be identified:

   SDG 3: Good Health and Well-being

   • Target 3.4: Reduce by one-third premature mortality from non-communicable diseases through prevention and treatment and promote mental health and well-being. The article mentions that some wee forests are connected with medical practices involved in “green prescribing,” which “connects patients with free nature-based activities.” This is a preventative health measure aimed at promoting well-being.

   SDG 4: Quality Education

   • Target 4.7: By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development. The article highlights that the forests are used for “outdoor learning with schools” and that there is an effort to “build that into our curriculum.” This directly supports education for sustainable development by providing hands-on environmental learning experiences.

   SDG 11: Sustainable Cities and Communities

   • Target 11.7: By 2030, provide universal access to safe, inclusive and accessible, green and public spaces. The long-term vision of NatureScot is to “plant a wee forest within a short walking distance of every school in urban Scotland,” with a “particular effort to have them in areas of deprivation.” This directly addresses the goal of creating accessible green spaces in urban environments for all residents.

   SDG 15: Life on Land

   • Target 15.2: Promote the implementation of sustainable management of all types of forests, halt deforestation, restore degraded forests and substantially increase afforestation and reforestation globally. The entire initiative is centered on planting forests (“wee forests”) in urban areas, which contributes to afforestation and ecosystem restoration, albeit on a small, incremental scale.

   SDG 17: Partnerships for the Goals

   • Target 17.17: Encourage and promote effective public, public-private and civil society partnerships. The article describes the project as a collaboration where “land, money, expertise and people coming together.” It explicitly mentions partnerships between NatureScot (a public agency), Queen Margaret University (academia), local health services, schools, and community members (“tree keepers”), which is a clear example of a multi-stakeholder partnership.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

   The article provides several explicit and implicit indicators that can be used to track progress:

   Indicators for SDG 3 (Target 3.4)

   • Number of medical practices involved in green prescribing: The article states that “two in the Dundee area on the land of medical practices which take part in green prescribing,” implying this is a measurable metric.

   Indicators for SDG 4 (Target 4.7)

   • Number of schools and students engaged in outdoor learning: The article mentions a “lovely group of active primary school kids, all engaged” and the use of the forest for “outdoor learning with schools and his students,” suggesting that participation numbers can be tracked.

   Indicators for SDG 11 (Target 11.7) and SDG 15 (Target 15.2)

   • Number of wee forests planted: This is a direct quantitative indicator mentioned in the article, which states there are “34 sites.”
   • Proximity of forests to schools and communities in deprived areas: The goal to have a forest “within a short walking distance of every school” and the focus on “areas of deprivation” can be measured geographically to assess access and equity.

   Indicators for SDG 17 (Target 17.17)

   • Number and type of partners involved: The article implies this by listing the various entities collaborating, such as NatureScot, Queen Margaret University, local health services, schools, and community groups (“tree keepers”). This demonstrates the scale and diversity of the partnership.

4. Create a table with three columns titled ‘SDGs, Targets and Indicators” to present the findings from analyzing the article. In this table, list the Sustainable Development Goals (SDGs), their corresponding targets, and the specific indicators identified in the article.

   SDGs	Targets	Indicators
   SDG 3: Good Health and Well-being	3.4: Promote mental health and well-being.	Number of medical practices participating in “green prescribing.”
   SDG 4: Quality Education	4.7: Ensure all learners acquire knowledge and skills needed to promote sustainable development.	Number of schools and students using the forests for outdoor learning and curriculum integration.
   SDG 11: Sustainable Cities and Communities	11.7: Provide universal access to safe, inclusive and accessible, green and public spaces.	Number of wee forests planted (currently 34 sites), particularly in urban and deprived areas near schools.
   SDG 15: Life on Land	15.2: Promote sustainable management of all types of forests, restore degraded forests and increase afforestation.	Number of wee forest sites established.
   SDG 17: Partnerships for the Goals	17.17: Encourage and promote effective public, public-private and civil society partnerships.	Number and diversity of partners involved (e.g., government agencies, universities, health services, schools, community groups).

Source: bbc.com