The War of the Species in Schools

As parents we often look at our teenagers and ask ourselves if they ever raise their heads from their screens and are aware of what’s going on around them. A ground-breaking programme in collaboration with Ramat Hanadiv and Israel Nature and Parks Authority (INPA) proves that not only are they aware of their environment, some even act to influence it.

Teenagers in middle school encounter invasive species in their study program. Ramat Hanadiv and INPA identified this potential and decided to connect, deepen and strengthen the programme in order to put the spotlight on an issue that should be causing all of us to lose sleep.

For the last two years or so, Eli Pinrov, an MSc student at Tel Aviv University has been leading a research study in collaboration with Ramat Hanadiv on the myna – a bird that is one of the most prominent symbols of invasive species in Israel. This study provided a wonderful opportunity to develop a programme with academic value as well as education to activism and environmental responsibility among teenagers in middle schools at a national level.

Who are the invasive species?

According to the definition of INPA, invasive species are plants or animals that have moved beyond their natural distribution due to human activity, and spread and established in their new habitat. These species have a significant, destructive impact on humans and natural ecosystems while pushing out local species and their habitats and damaging them.

“We can and should learn about invasive species all over the country”. One thing is common to students and invasive species – both are spread throughout the country 🙂 The developers of the programme

“We can and should learn about invasive species all over the country”. One thing is common to students and invasive species – both are spread throughout the country 🙂

at INPA and Ramat Hanadiv understood that to have an impact throughout the country they must train teachers and write a meaningful programme that includes acquisition of knowledge and active participation in research as well as presenting products that can potentially reach all the students in the country.

Each student is also a researcher

Significant involvement by students was recorded in the parts of the study that teenagers aren’t usually exposed to. The students who took part in the programme were part of the research team. In the first stage the students were partners in monitoring the mynas (it’s amazing to discover that in every part of the country where the programme is run it is relatively easy to find mynas); the students monitored and observed the behaviour of this controversial bird.

Significant involvement by students was recorded in the parts of the study that teenagers aren’t usually exposed to

In the second stage the students were partners in a survey that included sociological aspects and questions about mynas; for example, they tested the extent to which people are aware and familiar with the myna and its impact, and if this familiarity affects their opinions about the required level of intervention. The results of the survey are expected to be used by Ramat Hanadiv and INPA for research and publicity purposes.

“Not black or white”

Part of the uniqueness of this programme is the decision to focus on the ethical and moral aspects of invasive species. In the understanding that invasive species reached Israel via humans and their impact is great, some essential questions remain – how and whether we should intervene and treat them. With respect to these issues we’ll encounter many diverse opinions, from treatment that includes controlled culling of invasive species to complete non-intervention. On the spectrum between these opinions we conducted a dialogue with the students to determine the meaning of the different approaches.

Part of the uniqueness of this programme is the decision to focus on the ethical and moral aspects of invasive species.

The students in the programme are exposed to different approaches and attitudes with respect to intervention on invasive species, in a way that develops critical thinking from different perspectives and is not one-dimensional. This thinking encourages complex dialogue and minimizes extreme attitudes.

On mynas and pilots

Therefore, in January this year (2022), the programme was put into practice for the first time with 15 teachers who registered to the programme and underwent a fascinating journey, a journey that they also disseminated and taught to their students. More than 400 students participated in the programme this year, the pilot year of the programme.

At the end of it, on a particularly moving summit day, the students presented their impressive, creative products that even surprised the developers of the program: scientific posters, a staged simulation of a Knesset committee, jingles, plays and more.

Spreading success?

In contrast to invasive species, social and environmental change spreads gradually.

The students who experienced and underwent the programme are now aware of humans’ potential damage to the environment; thus they better understand the responsibility required from us.

In addition, they were able to participate, be exposed and take part in active research and experience the essential conflicts on treatment methods while understanding that any intervention / non-intervention has a price, and to learn that sometimes the truth is not dichotomous; it requires sensitivity, flexibility, perseverance, learning and long-term supervision.

‘We’d love to see the programme’s graduates,’ states Gome Sheffer, from the programme staff and Director of the Education Division at Ramat Hanadiv, ‘expressing themselves in public discussions on treatment of mynas, sharing their opinions and their critical thinking in their residential areas when dialogue on invasive species arises and conveying their knowledge to their friends: such feedback has already reached us, including from students who conducted year-level activities on the subject, raising the topic in their homes, youth movements and more’.

The next invasion

There’s no doubt that we hope that the next spread will take place via teenagers and will be environmental responsibility that includes expert, critical, activist dialogue on invasive species in Israel.

You can join the program during the 2022/23 school year. For further details please contact Gome Sheffer by email

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