Greening Classrooms, Growing Futures
To celebrate Children’s Day this year, ADDA Girl Education Foundation chose action over fanfare. Instead of party packs and photo props, we brought seedlings and launched a week-long Tree Planting Campaign across five public schools in Gombe State.
With support from the Agro-Climatic Resilience in Semi-Arid Landscapes (ACReSAL) project, which donated the young trees, ADDA staff and role-model volunteers worked alongside pupils, teachers, and community members to plant for a greener, healthier future. At the heart of the campaign was a simple belief: every child deserves a safe, healthy learning environment, and every school can be a place where climate responsibility is taught through real, hands-on action.
A campaign that turned schools into learning hubs for climate action
The campaign reached five schools across Gombe State:
- Buhari Estate Primary School
- Government Junior Secondary School, Buhari Estate
- Government Comprehensive Day Secondary School (GCDSS), Gombe
- Government Day Science Secondary School (Science II), Gombe
- Government Girls Science Secondary School (GGSSS), Kumo
Each visit followed the same rhythm: a short learning session, followed by collective action. Pupils first learned why trees matter, especially in semi-arid communities like Gombe. Then they worked side-by-side with teachers, community members, and ADDA volunteers to plant seedlings on their school grounds.
At each stop, ADDA’s Program Manager, Samira Galadima, explained the role trees play in reducing extreme heat, improving air quality, and strengthening climate resilience. She also connected these benefits directly to school life. More shade can make outdoor areas safer and more comfortable. Cleaner air supports better health. Greener compounds can create calmer spaces that help children focus, learn, and play.
Once the planting began, the atmosphere shifted from “activity” to “movement.” Pupils took turns digging, placing seedlings, and patting down soil. Teachers guided placement and spacing, while community leaders and volunteers helped ensure each tree was planted firmly. For many students, it was their first time planting a tree and being trusted with something that would grow long after the day ended. The energy was high, the pride was visible, and the sense of shared purpose was strong.
Government stakeholders showed support
The main Children’s Day gathering on 30 May 2025 brought together representatives from the Gombe State Ministry of Education and the State Universal Basic Education Board (SUBEB). Their presence strengthened the campaign’s message and signaled shared commitment to environmental stewardship and quality education, especially for girls.
In a development context, this kind of engagement matters. When government stakeholders, schools, and community-based organizations support a shared initiative, it becomes easier to align priorities, build trust, and scale what works. It also reinforces that school greening is not an “extra.” It is part of creating learning environments that protect children’s wellbeing and support their long-term potential.
Building youth leadership through stewardship
One of the most encouraging outcomes of the campaign was the ownership shown by students. School clubs, including the Young Farmers Club, made public commitments to protect and water the saplings. This helped turn tree planting into more than a one-day event. It became a living lesson in responsibility, teamwork, and climate action.
By linking the work to existing school clubs, pupils were not only encouraged to participate, but also to lead. The trees became a shared point of pride and a reminder that consistent care is what turns small beginnings into lasting change. It also created room for peer learning, where older students can guide younger ones and staff can reinforce stewardship routines as part of school culture.
Why this initiative matters
Beyond greening school compounds, the campaign delivered important development outcomes:
- It strengthened ADDA’s visibility with education and climate actors in Gombe State.
- It deepened partnerships with public schools and the ACReSAL project.
- It encouraged long-term behaviour change by building a culture of tree care among pupils and staff.
More broadly, school-based environmental actions support multiple outcomes at once. They contribute to child wellbeing, strengthen community participation, and build climate awareness early. They also create practical entry points for learning about health, leadership, responsibility, and community care. For ADDA, this work aligns with our wider mission to expand opportunities for girls by improving the environments where they learn, grow, and lead.
When children are empowered to care for their environment early, they grow into adults who protect and strengthen their communities. And when school compounds become healthier and greener, they become spaces where learning feel safer, more hopeful, and more possible for every child.
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