School is not just a place for learning; it is an environment that affects the health, behavior, and success of students. In Kyrgyzstan, despite the existence of standards for "safe and green schools," the situation encountered by journalists from VB.KG raises concerns. Instead of creating protective "green walls" of plants that could shield children from pollution, even the shrubs that have long served this purpose are being removed from school yards. School administrations often prioritize visual appeal, neglecting the important ecological role.
Experts from the ecological movement "BIOM," who have developed detailed greening maps for schools, emphasize that the area around educational institutions is a full-fledged ecosystem, not just a secondary part of the infrastructure. In recent years, parents choosing schools for their children have increasingly paid attention not only to the quality of teaching but also to the quality of greening. According to current regulations, green plantings should occupy at least 50% of the school territory. However, in practice, this requirement is rarely met: more often, one can see only decorative lawns and a few trees that do not fulfill their protective functions.
The problem is particularly relevant in light of the serious air pollution in Bishkek. During the winter months, the level of fine particulate matter PM2.5 in the city often exceeds World Health Organization standards by 5 to 10 times, which is associated with coal heating and vehicular traffic. In such conditions, the absence of a dense "green filter" puts children at risk. Scientists note that proper greening is not just decoration but a vital infrastructure that reduces noise levels, protects buildings from overheating, improves air quality in classrooms, and enhances children's concentration.
Experts, relying on ecologists' recommendations and the ideas of renowned professor Emil Shukurov, call for abandoning a purely "decorative" approach. In his opinion, planting vegetation solely for beauty is a mistake. It is necessary to create a sustainable multi-layered system that includes trees, shrubs, and grasses of varying heights. Such a structure helps to form a microclimate and effectively protects the area. It is also important to use local plant species adapted to the climate, which require little maintenance and are drought-resistant, unlike exotic species.
Comprehensive greening of educational institutions should include zoning, creating dense "green shields" around the perimeter, vertical greening, and a complete rejection of pesticides. Bishkek should remember the experience of its historical "garden city," created by gardeners like Alexander Fetisov, where parks, squares, and school yards were perceived as a single green network. Each school should be part of the city's overall ecological infrastructure.
Greening is not just an aesthetic issue but a matter of safety and health for future generations. Parents and concerned citizens should carefully examine the areas of schools and kindergartens that their children attend. Is everything in order? Is your child's school truly "green" and safe, or are the protective functions of plants sacrificed for tiles and empty spaces? Share your experiences: do you and your child like the green design of the educational institution, and does it fulfill its main task of providing children with clean air? Perhaps your involvement will become a catalyst for change in the environment in which our children grow.
