The purpose of this research is to study if the engagement of vulnerable 13-15 years old students in outdoor activities, such as gardening, can reduce delinquent behaviors and help them integrate to a larger extent in the educational system

              School delinquency has entered the daily agenda of teachers and appears more and more frequently in today's schools at all levels of education (Panoussis, G. 2013). The forms it can take are varied and carry different weight. We recognize verbal and physical violence towards classmates and teachers as school delinquency (Bika, 2011; Artinopoulou, 2013). According to Bunia (2018), delinquency can be categorized into direct - that is, more physical - but also indirect- violence, which includes verbal violence and/or social exclusion, school bullying - from mockery to sexual harassment - as well as other negative behaviors that they deviate from the school rules. Bernardos (2003) categorizes school delinquency in school misdemeanors such as for example indiscipline regarding dress code and generally decent appearance - earrings, intense coloring, extreme haircuts - but also indiscipline in moral matters such as inappropriate behavior, swearing, impudence and lies (Bounia 2018, Ericson, 2001, Rigby 2001). Skavdis (1995) define school delinquency as any behavior that hinders the educational process from absenteeism and indifference to disturbing the classroom and using the mobile phone while prohibited. Tzifas (2005) on the other hand focuses on behavioral problems such as copying and lack of cooperation, misbehave and indifference with the aim of becoming the focus of attention.

It has been argued that certain forms of environmental education can positively affect youth’s development and well-being, including delinquency, school failure, and child maltreatment, as well as enhancing happiness, health, high quality relationships with adults (Doyle and Krasny 2003; Schusler and Krasny 2010; DuBois et al. 2017). More specifically, it is proposed that recreational, social, and stewardship activities as well as collective actions and participation in decision making, and intergenerational co-operation and support that are incorporated into environmental education projects could enhance informal socializing, trust, and associational engagement which are considered as important elements of youth’s personal and social development. These conditions can be achieved in programmes such as community gardening, tree planting, stewarding parks or urban farming (Delia & Krasny 2018; Weissman 2015). Moreover, these projects can be the means by which low-income, vulnerable and at risk youth can engage with nature and potentially learn about the environment, while fostering positive youth development as youth engage with community environmental action (Schusler and Krasny 2010). These programs may not always include a series of planned educational activities, however they warrant study as an important means by which urban youth engage with and learn about their environment

Within the above line of reasoning, the present research investigates whether highly vulnerable children can, through engagement with nature and activities outside the classroom, reduce incidents of delinquent behavior. In addition, it investigates if it is possible for these children to show examples of assimilation in the school environment and regulations.

The sample of the specific research was initially two students, one boy studying at the first grade of the high school (13 years old) and another boy 15 years old. They both had many absences from school, low performance and experience difficult family situation including incidence of domestic violence, alcoholism and indifference. As a result, children get along very bad at school. The absences have far exceeded the permissible ones. Even when they come on time often refused to enter the classroom. After a month two more children were added to the project, both in the third grade of the high school with many absences due to expulsions because of disrespect to the teachers and various acts of violence and last but not least complete indifference to the lessons. The last two students had already failed one schoolyear and they were repeating it. The four children received coupons for snacks paid by the school and their clothes and shoes were showing negligence. The first author of the paper was a stuff member of the Immediate Intervention Group of the Ministry of Education. The role of this group is to be in daily contact with highly vulnerable children during school hours and to intervene when necessary. The intervention often took the form of the immediate removal of the delinquent student from the classroom and helping them to redefine their relationship with the school environment and their role within it. When this was happening the educational process followed a routine without distractions, while the delinquent children have the time to engage in more experiential activities which will help them to adapt more easily. During their stay with the Immediate Intervention Group the students had to follow subjects such as physical education, art, and environmental education. The lessons were gradually transferred from the classroom to the school garden. At the same time it was made clear to them that to continue the program in environmental education, they would have to be consistent in the main school subjects such as mathematics, language, and physics. The research was qualitative. A diary was kept by the first author, where daily observations, thoughts and characteristic instances were recorded. Unstructured interviews with the participating children were taken at the beginning, the end and about the middle of the programme.

Absenteeism dropped noticeably and it was now clear that the children cared about their image as students. Arriving at exact time for school was another noticeable change. Everyone agreed to come at 7:30 instead of 10:30 and to do extra lessons so they could pass schoolexams. School before the program was a pain, now it's purposeful and interesting. The teachers thanked us as it was the first time, they had seen the specific students trying. After Christmas holidays participating children came up with the idea to take part in contests with monetary prizes from the ministry because that way they would collect money for materials and instruments they need for gardening: Outside the classroom and in the nature, participating students relaxed, calmed down and managed to accept responsibilities, take initiatives and participate in collective tasks. In addition, complaints from professors about inappropriate behavior and disciplinary councils that resulted in expulsion stopped. A boy began to attend math after school courses, but above all children acquired a desire for inclusion and purpose. Their gardens were on the one hand their own work and on the other hand they had the approval of everyone in the school from students who were jealous and wanted to join to teachers who really admired the effort. Apparently many factors played a role in children's transformation, but among them, the sense of competence, cooperation and social approval, as well as the opportunity for outdoor physical activity made the difference.

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