Multinational School in Bahrain is developing what will be the country’s first school-based micro forest, working alongside UN-Habitat to create a compact woodland ecosystem on campus grounds.
The project focuses on creating a densely planted forest area that will function as an outdoor classroom. Students will be able to learn about biodiversity, soil composition, how the forest influences the air quality in the surrounding region, and the temperature in the surrounding region. The forest is being designed using principles adapted from the Miyawaki Method, a Japanese approach focused on developing a forest within a short period of time in a small region.
“We’re creating something that goes beyond traditional environmental education,” explains Vice Principal Sageer Pansari. “Students won’t just learn about ecosystems from textbooks; they’ll be collecting data, monitoring changes, and seeing how natural systems work in real time.”
What sets this project apart is its approach to sustainability. The school has placed composting machines throughout the campus to turn the waste from the dining hall into fertiliser for the forest. Rather than sending organic waste to landfills, it becomes part of the forest’s growth cycle.
The composting equipment has been selected specifically for a school environment, ensuring that it is odourless and safe for use by children. Students in the school’s Environmental Club will manage the composting process and track how the waste transforms into soil amendments.
The timing of this initiative aligns with Bahrain’s broader environmental commitments. The country has set targets to reduce emissions by 30% by 2035 and reach net-zero by 2060. A single school forest may not contribute to the lower emissions of Bahrain in the coming years, but the initiative is one of the efforts that need to be undertaken in institutions if the environment is to be preserved.
The micro forest also connects to Bahrain Economic Vision 2030, in which the government has called for balance in developments that are both economically driven and environmentally sustainable. The adoption of environmentally sound principles in everyday operations by institutions such as MNS demonstrates that educational institutions can set decent examples in resource utilisation.
Implementation will start with installing the composting infrastructure, followed by a planting day involving the school community. It will progress to the involvement of students to monitor the site, which entails analysing the soil quality, noting the plant species, and determining the environmental impact of the forest.
This approach transforms environmental education from abstract concepts into tangible practice. Students learn scientific methods while contributing to a functioning ecosystem. The forest becomes a long-term STEAM education resource, touching on biology, chemistry, data analysis, and environmental systems.
If successful, this initiative may serve as an example to other schools in Bahrain and in the Gulf states. The concept of urban micro-forests has been well-received around the world as an approach to develop green areas in urbanised regions, but such projects are not very common within educational institutions. Urban microforests have gained traction globally as a way to create green spaces in developed areas, but they remain uncommon in educational settings here.
The collaboration with UN-Habitat brings technical expertise to the project, helping ensure the forest is designed to actually thrive rather than serve as a symbolic gesture. The next question that must be asked is whether or not this model is sustainable and replicable. Only time will tell.
READ MORE: Where Every Child Thrives: A Deep Dive Into Multinational School Bahrain
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