Search Results (13)

Background: Childhood obesity and mental health problems are major public health concerns worldwide. Early-life exposure to green spaces has been shown to promote physical activity, reduce obesity risk, and improve cognitive and emotional development. Schoolyards offer a unique opportunity to promote health, as children spend a large proportion of their time at school. Methods: This quasi-experimental protocol study investigates the effects of transforming gray schoolyards into biodiverse green spaces on children’s health and well-being. Four primary schools in Limburg (Belgium and The Netherlands) were recruited: two intervention schools and two control schools. Children aged 7–12 years were enrolled, with baseline data collected in November 2021 and follow-up measurements scheduled every six months until November 2023. Outcomes include body mass index (BMI) z-score (primary outcome), waist circumference, diet, cognitive performance, psychological well-being, biodiversity knowledge, and physical activity. Data will be analyzed using linear mixed models, and cost-effectiveness analyses will be performed. Expected Results: Improvements in BMI z-scores, cognitive functioning, dietary behavior, and psychological well-being are expected among children in green schoolyards compared to those in control schools. Increased biodiversity awareness and reduced exposure to black carbon are also anticipated. Conclusions: This study is designed to provide evidence on the health impacts of greener schoolyards and contribute to strategies for promoting child development through environmental interventions. Full article

Background: Childhood obesity is a significant public health issue linked to poor diet, low physical activity, and limited access to supportive environments. Green schoolyards may promote physical activity and improve health outcomes. This study evaluated the impact of the Green Healthy Primary School of the Future (GHPSF) intervention—greening schoolyards—on children’s BMI z-scores, waist circumference, and hip circumference over 18 months, and compared these effects to those observed in the earlier Healthy Primary School of the Future (HPSF) initiative. Methods: This longitudinal quasi-experimental study included two intervention and two control schools in Limburg, a province both in the Netherlands and Belgium. Children aged 8–12 years (n = 159) were assessed at baseline, 12 months, and 18 months for anthropometric outcomes. Linear mixed models were used to estimate intervention effects over time, adjusting for sex, age, country, and socioeconomic background. Standardized effect sizes (ESs) were calculated. Results: The intervention group showed a greater reduction in BMI z-scores at 12 months (ES = −0.15, p = 0.084), though this was not statistically significant. Waist circumference increased in both groups, but less so in the intervention group, at 12 months (ES = −0.23, p = 0.057) and 18 months (ES = −0.13, p = 0.235). Hip circumference and waist–hip ratio changes were minimal and non-significant. GHPSF effect sizes were comparable to or greater than those from the HPSF initiative. Conclusions: Though not statistically significant, trends suggest that greening schoolyards may support favorable changes in anthropometric outcomes. Further research with larger samples and longer follow-up is recommended. Full article

Climate adaptation in urban environments is often constrained by rigid institutional rules and fragmented governance, which limit inclusive and context-specific planning of public spaces such as schoolyards. This study addresses this challenge by examining how collaborative planning can transform schoolyards, from asphalt-dominated, monofunctional spaces into green, climate-resilient community assets. The research employed the Institutional Analysis and Development framework within a qualitative case study design. Two public schools in the San Cristóbal de los Ángeles neighbourhood of Madrid served as case studies, with data collected through document analysis, participant observation, and interviews with municipal officials, urban planners, educators, and community members. Results indicate that the collaborative planning process reshaped rules in use, expanded the network of actors, and transformed decision-making processes. Existing rules were flexibly reinterpreted to allow new uses of space. Children, teachers, and residents became co-producers of the public space, expanding the governance network, where new deliberative practices emerged that improved coordination across people and organisations. These institutional changes occurred without formal regulatory reform, but with the reinterpretation of the game’s rules by each organisation. Thus, schoolyards can serve as laboratories for institutional innovation and participatory climate adaptation, demonstrating how urban experiments have the potential to catalyse not only physical transformations but also transformations in urban management. Full article

This case study in the municipality of Acharnes, Greece, examines a local initiative that transforms schoolyards into community gardens, involving teachers, pupils, parents, grandparents, and neighbors. The research explores participants’ perceptions of these transformations, with a focus on interactions with non-human beings such as pollinators. Data were collected using a questionnaire completed by 85 participants, including parents and guardians of pupils and school staff. Data analysis was conducted using statistical software to evaluate the research sample. Initially, descriptive statistics, including frequency distributions, were used to summarize the demographic and baseline variables of the sample. Next, Kendall’s tau correlation was applied to assess statistically significant relationships, such as those between age and proximity to green spaces, as well as gender, education, and green space preferences. The results of the survey reveal the “embrace” of these new urban green areas by both the school and the local community. This study, as part of an effort to address broader challenges in urban contexts, highlights the need for further in-depth exploration and examination of these dynamics to provide valuable insights into the design and management of school gardens. The aim is to enhance community engagement and urban biodiversity, with a central focus on social and environmental resilience. Full article

Schools provide strategic resources for urban sustainability. An international, interdisciplinary research agenda documents the social and ecological benefits of living in green or re-naturalised schoolyards, a hybrid format of urban nature-based solutions. Focussing on low- and middle-income countries, where implementation lags, this paper addresses the challenges of replicating and scaling successful pilots. A better understanding of capacity building challenges is crucial, considering that schools face several concurrent challenges, including historical preservation of heritage buildings, universal access provision, and infrastructure failure in ageing facilities. This study presents primary evidence from action research to build and promote living schoolyards in Argentina, structured as a comparative case study of attempts to co-develop yards with two schools in Buenos Aires. One was an older school with historical preservation status; the other was a more modern, larger school with relative heritage value. Findings show contrastive outcomes. Our programme advanced only in the former. Historical preservation regulations posed relatively manageable contingencies, whereas insurmountable obstacles came from poor general maintenance and governmental risk aversion. Concluding remarks make suggestions on how to co-design projects with communities to synergise heritage schemes, creatively fix infrastructure deficits, and stir a mindset shift for decision-makers to understand and value urban re-greening. Full article

To provide children more opportunities to interact with nature, an increasing number of schools are ‘greening’ their schoolyards by including abiotic and biotic elements such as vegetation, sand, water, logs, and stones. Although the value of these green, nature-rich schoolyards is increasingly acknowledged, research has focused on a narrow set of child development outcomes. This paper presents a conceptual framework that gives insight into the potential short- and long-term benefits of green schoolyards related to children’s physical, cognitive, social-emotional, and moral development, and the pathways through which they may occur. We argue that a green schoolyard can facilitate diverse behaviors and activities, provide sensory and embodied nature experiences, provide a restorative environment, support biodiversity, and provide a resilient environment that supports climate resilience and mitigates environmental nuisance. These five functions of green schoolyards can act as pathways to help foster healthy child development. In doing so, the framework provides guidance for future research. Although more research is needed to validate the conceptual framework, it seems that through the proposed pathways, green schoolyards can be a promising nature-based intervention to promote healthy child development. Full article

Schoolyards in North America and Europe are increasingly using green fences as one measure to protect vulnerable populations from localised air pollution. This paper assesses the possibilities and limits for mobilising this format of site-specific green infrastructure in cities in low- and middle-income countries beset by air pollution and multiple other socio-environmental challenges, and particularly questions the definition of green fences as a green infrastructure for air quality (GI4AQ). We applied several qualitative and action research methods to the question of green fence implementation in Buenos Aires, Argentina—a Latin American city with weak air-quality policies, limited green infrastructure, and little experience with nature-based solutions. Firstly, we conducted a literature review of the role that urban vegetation and ecosystem services may play in AQ policy and the implementation barriers to such approaches globally and in the city. Secondly, we planned, designed, constructed, maintained, and evaluated a pilot green fence in a school playground. Thirdly, we carried out supplementary interviews with stakeholders and expert informants and compiled project members’ narratives to respectively characterise the barriers that the project encountered and delineate its attributes based on the associated actions that we took to overcome such barriers to implementation and complete the pilot. Our findings identify multiple barriers across seven known categories (institutional, engagement, political, socio-cultural, built environment and natural landscape, knowledge base and financial) and highlight examples not previously considered in the extant international literature. Furthermore, learning from this experience, the paper proposes an expanded model of green infrastructure for air quality plus multi-dimensional co-benefits (GI4AQ+) to increase implementation chances by attending to local needs and priorities. Full article

Environmental settings influence children’s and adolescents’ physical activity (PA) in neighborhoods and schoolyards. This study aimed to explore the main characteristics of schoolyards in six Nordic–Baltic countries, to document how those facilities provide affordances for PA in 7–18 year–old schoolchildren, and how the schoolyard meets children’s preferences. One schoolyard was studied in each included country: Iceland, Norway, Finland, Lithuania, Latvia, and Estonia. The affordances, facilities, and equipment for PA in schoolyards were identified through orthophoto maps and standard registration forms. Children’s preferences were collected through group interviews at each participating school. A common design of schoolyards across countries indicated mostly flat topography with sparse vegetation and green areas dominated by large traditional sport arenas such as a football field, areas suitable for ball games, and track and field activities. Green spaces and varied topography were more prominent in Nordic countries. Across nationalities, the responses from pupils regarding the schoolyard were similar: they liked it though they wished for more variety of activities to do during recess. National regulations/recommendations for schoolyard design differed across the countries, being more restricted to sport fields and sport-related activities in Latvia and Lithuania, while in Nordic countries, the recommendations focused more on versatile schoolyard design. Full article

Access to green schoolyards (schoolyards designed with greenery and natural elements to create a park-like environment, as opposed to asphalt-based playgrounds) are associated with many benefits for students, including improvements in physical and mental health. While many studies examining these associations are cross-sectional, some feature experimental designs that offer the possibility of causal inference. In this review, we looked at experimental studies that examine the impact of schoolyard greening on measures of physical activity and socioemotional health in children. Four electronic databases (Ovid Medline, PsycINFO, Scopus and Greenfile) were searched, and from 1843 articles retrieved, 6 articles met the inclusion criteria. Examination of the eligible studies revealed a general consensus on the positive impact of schoolyard greening on both physical activity and socioemotional health outcomes for students, suggesting that schoolyard greening is a viable intervention in reducing the health equity gaps and improving children’s health regardless of their racial or ethnic backgrounds or residential neighborhood socioeconomic status. Further experimental research on this topic should elucidate how educators, administrators, policy makers, and other stakeholders can harness the benefits of schoolyard greening to improve the health and well-being of children in their communities. Full article

Urban outdoor thermal conditions, and its impacts on the health and well-being for the city inhabitants have reached increased attention among biometeorological studies during the last two decades. Children are considered more sensitive and vulnerable to hot ambient conditions compared to adults, and are affected strongly by their thermal environment. One of the urban outdoor environments that children spend almost one third of their school time is the schoolyard. The aims of the present manuscript were to review studies conducted worldwide, in order to present the biophysical characteristics of the typical design of the urban schoolyard. This was done to assess, in terms of bioclimatology, the interactions between the thermal environment and the children’s body, to discuss the adverse effects of thermal environment on children, especially the case of heat stress, and to propose measures that could be applied to improve the thermal environment of schoolyards, focusing on vegetation. Human thermal comfort monitoring tools are mainly developed for adults, thus, further research is needed to adapt them to children. The schemes that are usually followed to design urban schoolyards create conditions that favour the exposure of children to excessive heat, inducing high health risks to them. The literature survey showed that typical urban schoolyard design (i.e., dense surface materials, absence of trees) triggered high surface temperatures (that may exceed 58 °C) and increased absorption of radiative heat load (that may exceed 64 °C in terms of Mean Radiant Temperature) during a clear day with intense solar radiation. Furthermore, vegetation cover has a positive impact on schoolyard’s microclimate, by improving thermal comfort and reducing heat stress perception of children. Design options for urban schoolyards and strategies that can mitigate the adverse effects of heat stress are proposed with focus on vegetation cover that affect positively their thermal environment and improve their aesthetic and functionality. Full article

This systematic review summarised and evaluated the evidence for associations between green space and adolescents’ mental well-being. The PRISMA statement guidelines were followed for reporting systematic reviews. Fourteen articles met the inclusion criteria for this review. Synthesis suggests beneficial associations between green space exposure and reduced stress, positive mood, less depressive symptoms, better emotional well-being, improved mental health and behaviour, and decreased psychological distress in adolescents. Several studies found the relationship varied by demographic and socio-economic factors. The limited number of studies and the risk of bias were the main limitations, together with heterogeneity regarding green space and mental well-being assessments. Overall, this review highlights the potential contribution of green space in schoolyards. Improving the availability, accessibility and quality of green space is likely to generate positive impacts on adolescents’ mental well-being. More consistent evidence on the use of different types of green space and perceptions of features are needed in the future. Full article

Nature contacts are recognized as positively contributing to humans’ health and well-being. Although there have been projects to green daycare or schoolyards, yard greening and microbial biodiversity have never been studied simultaneously. We asked whether simultaneously increasing biodiversity exposure and greening urban daycare yards affects 3–5 years-old children’s physical activity and play, their environmental relationships, and their perceived well-being. For transforming six daycare yards in Finland, we used a forest floor with high biodiversity, sod, peat blocks, and planters for vegetable and flower growing. We used qualitative interview and survey-based data collected from the daycare personnel and parents to analyze how green yards encourage children’s engagement with their everyday life-worlds. We identified the functional possibilities provided by the yards and the dynamic aspects related to the greening. Green, biodiverse yards were considered safe, and inspired children’s play, diversified their activities, and increased physical activity. The greenery offered embodied experiences of nature and provided the children with multi-sensory exploration and diverse learning situations. The dynamic and emotional ways of engaging with the natural environment increased their well-being. The activities related to caring for the yards and exploring them promoted the development of environmental relationships. The results can be used for designing health-enhancing yards Full article

Urban schoolyard environments are increasingly characterized by a proliferation of hard surfaces with little if any greenery. Schoolyard “greening” initiatives are becoming increasingly popular; however, schoolyard designs often fail to realize their restorative potential. In this quasi-experimental study, a proposed schoolyard greening project was used to visualize alternative planting designs and seasonal tree foliage; these design alternatives were subsequently used as visual stimuli in a survey administered to children who will use the schoolyard to assess the perceived restorative capacity of different design features. The findings indicate that seasonal changes in tree foliage enhance the perceived restorative quality of schoolyard environments. Specifically, fall foliage colour, when compared to green foliage, is rated as being perceived to be equally restorative for children. Additionally, seasonal planting, including evergreen conifers, may enhance the restorative quality of the schoolyard especially when deciduous trees are leafless. Landscape design professionals, community-based organizations, and other decision-makers in schoolyard greening efforts should strategically consider their tree choices to maximize year-round support for healthy attention functioning in children through restoration. Full article