Ten Strands continues to introduce its staff through statements of purpose that reveal the motivations and ambitions of their work. Today, we hear from Partnerships Programs Specialist, Polina Goncharova, whose journey in environmental education began in the Bay Area, where her mother’s love for gardening and foraging sparked a deep appreciation for nature.
Radishes that Polina grew in her family’s garden
Growing up in the Bay Area, I was surrounded by nature, thanks to my mom’s love of gardening and foraging. Out of whatever large containers we could find, we grew tomatoes and found small patches of dirt to grow foods like corn, grapes, figs, and plums, along with many others. During the rainy season, we would take day trips and drive out to the coast and forage for mushrooms.
Polina’s mom’s garden. Grapes on the left and tomato plants in bins on the right.
In middle and high school, I learned about California’s severe droughts and the growing need for water conservation. I shared this information with my family, and together, we adopted new gardening practices like using gray water and mulching to reduce water usage. We also noticed changes in the mushroom harvesting season along the coast, and talked often about our impact on our local environment.
A short drive from our home, the Oakland Zoo became a special place for me, where I developed a deep connection to wildlife and biodiversity. As a camper in their summer programs, I learned about conservation firsthand and the importance of preserving natural habitats. I was fascinated by the zoo’s animal conservation practices and the partnerships they had with international conservation organizations. Learning about their efforts to protect endangered species around the world expanded my understanding of global conservation issues and inspired me to think about how we can all play a role in protecting wildlife. This experience grew into a passion for environmental advocacy when I became involved in supporting the zoo’s plans to build the California Exhibit in Knowland Park by presenting at an Oakland City Council meeting on behalf of the zoo. My time at the zoo—first as a camper, then as a teen assistant and teacher—taught me how impactful it can be to engage children with the natural world and inspire them to care about conservation.
This early exposure to conservation and education led me to pursue studies at Pitzer College, where I initially intended to focus on ecological conservation. However, during my time at Pitzer, I found myself drawn to a new path within environmental education. I joined a student club called “A Cleaner Tomorrow,” dedicated to sustainability and educating others about their impact on the planet. After college, I moved to DC where I began my master’s program and teaching.
Polina’s students in Washington, D.C. gardening together
While I was a teacher, I also partnered with community-based organizations like the Anacostia Watershed Society to provide my students with hands-on conservation experiences. One of the highlights of my teaching career was raising American shad with my students, a powerful experience that allowed them to connect with nature and understand the importance of environmental stewardship.
Afterschool cooking club making a salad with ingredients from the garden
Working with multilingual students and students with learning disabilities, I quickly saw how nature became a bridge for them, helping to facilitate language acquisition and social and emotional learning. Many of my multilingual students found that being in the garden or outdoors helped them engage in conversations more organically, using the environment as a natural context for learning. I also noticed how students with learning disabilities, who often struggled in traditional classroom settings, flourished in nature-based lessons. The sensory experiences in the garden gave them opportunities to express themselves, engage with their peers, and develop social skills in ways that were meaningful and impactful.
The social-emotional benefits of being outside were equally profound. Nature provided a calm, grounding space for my students, where they could build confidence, communicate more effectively, and form stronger connections to themselves and each other. I started a cooking club with an emphasis on sustainable practices, where students not only learned about nutrition and food but also about teamwork, patience, and responsibility. It was inspiring to see how the outdoor experiences helped my students develop in so many ways, both academically and emotionally.
I eventually transitioned from the classroom to education policy advocacy, supporting statewide coalitions on various education policies. While I thought this would be the next step in my career, my desire to return to environmental education remained strong. I longed to be closer to the California landscapes that shaped my childhood and to continue sharing my love for nature with the next generation. Through every phase of my journey, I realized how deeply interconnected education and the environment are for me—whether it was teaching students how to grow and harvest foods in a garden, helping them understand conservation, or advocating for policies that promote environmental learning. Nature became a powerful tool in my teaching, helping students connect with the world around them in meaningful ways. Joining Ten Strands allowed me to continue this work on a larger scale, and I feel incredibly lucky to be part of an organization that’s helping ensure future generations are equipped with the skills and knowledge to thrive in our changing world.
