Search Results (23)

Healthy, inclusive, and environmentally supportive educational settings are increasingly recognised as relevant to children’s development, well-being, and equity. However, evidence on the physical environment in early childhood education remains fragmented across outdoor spaces, indoor spatial organisation, indoor environmental quality, materials, and contaminant-related conditions. This systematic review aimed to synthesise current evidence on the relationship between the physical environment of early childhood educational settings and multidimensional indicators of child well-being. The protocol was registered in PROSPERO, and the review followed PRISMA 2020 guidelines. Searches were conducted in Web of Science Core Collection, Scopus, ERIC, and APA PsycInfo. Methodological quality and risk of bias were assessed using ROBINS-I and JBI critical appraisal tools. Eighteen studies were included. Of these, 10 focused on outdoor spaces and schoolyards, five on indoor spaces and spatial organisation, and three on indoor environmental quality, materials, or contaminants. The findings suggest four main interpretive patterns: (i) expanding opportunities for participation through functionally diverse areas and materials; (ii) shaping coexistence and interaction through access to and distribution of resources; (iii) supporting sensory regulation; and (iv) sustaining environmental health and habitability. Overall, more favourable settings were associated with better indicators of activity and play, interaction and coexistence, and involvement and regulation. For indoor environmental quality studies, however, the evidence was mainly indirect, referring to environmental-health, comfort, exposure, or habitability indicators rather than direct child-level well-being outcomes. The certainty of the evidence was moderate to low due to methodological limitations, particularly confounding and selection bias in non-randomised intervention studies and imprecision in the measurement of environmental exposure in several cross-sectional studies. The findings may inform cautious reflection on spatial design, educational practice, and policy, but stronger recommendations require more robust study designs, reproducible exposure metrics, clearer distinction between direct and indirect well-being-related indicators, and comparable outcome measures. Full article

Schools are increasingly recognised as critical public infrastructure for urban climate adaptation, particularly in heat-vulnerable and park-poor neighbourhoods. This study examines schoolyards as distributed cooling systems, social spaces, and educational landscapes and proposes an integrated decision support approach for programme comparison and prioritisation. A comparative review of nine international schoolyard transformation programmes (Paris, Barcelona, Madrid, Milan, Rotterdam, Los Angeles, New York, Melbourne, and Santiago de Chile) was conducted using municipal plans, reports, and implementation guidance. Design strategies, governance configurations, and monitoring approaches were synthesised through a CAME (Correct, Adapt, Maintain, Explore) framework. Building on this synthesis, a Multicriteria Analysis framework was developed to support prioritisation across four criteria families: environmental and climatic performance, social and educational equity, urban integration and accessibility, and feasibility and co-benefits. The results highlight a recurrent toolkit of interventions—depaving, tree planting, shade provision, cool and permeable surfaces, nature-based drainage systems, and monitoring practices—that is consistently associated in the reviewed evidence with improved thermal comfort, stormwater performance, biodiversity, and community use beyond school hours. It is concluded that a combined CAME–Multicriteria Analysis structure provides a transferable basis for transparent, criteria-based prioritisation of schoolyard interventions by local governments and school authorities. Full article

This paper investigates how climate shelter initiatives implemented in European cities interact with National Adaptation Strategies (NAS) and National Adaptation Plans (NAP), assessing the degree of vertical integration between local practices and national climate adaptation frameworks. As urban heat increasingly threatens public health and exacerbates socio-spatial inequalities, climate shelters, conceived as networks of safe, accessible public spaces providing thermal comfort and social support, have emerged as innovative adaptation tools; however, their recognition within national policy architectures remains uneven across the EU. This study adopts a qualitative–comparative design structured in three phases: (i) a systematic review of NAS and NAP in the 27 EU Member States through keyword screening and classification of references as explicit, implicit, or absent; (ii) a mapping of climate shelter initiatives across 244 NUTS-2 capital cities; and (iii) an integrative cross-analysis of national frameworks and local implementation patterns. According to our results, only 4 Member States explicitly refer to climate shelters, 11 include implicit references, and 12 show no recognition, while 88 cities implement 97 initiatives, predominantly based on Nature-based Solutions and schoolyard transformations; 5 recurring governance configurations reveal bottom-up, top-down, and hybrid dynamics, demonstrating that local experimentation can anticipate, complement, and potentially reshape national adaptation policies. Full article

Since children spend a significant portion of their developmental years in educational settings, the environmental quality of these institutions—specifically, the extent to which they expose their occupants to green space and heat stress—is a critical determinant of well-being and academic performance. This study assesses the green environmental quality of 121 educational institutions (kindergartens, and elementary and secondary schools) in Debrecen, Hungary. The main objective of the research is to identify educational institutions that require immediate intervention to address their lack of green spaces, improve the green environment, and mitigate the urban heat island (UHI) effect. A further aim of the study is to understand how different urban planning practices over the past century have led to the current situation. Therefore, we utilized high-resolution geospatial data (specifically, WorldView-2 imagery) to classify schoolyard vegetation; Landsat data to derive Land Surface Temperature (LST); and the Hoover index to quantify institutions’ spatial concentration. We developed a composite indicator to categorize green environmental quality and heat stress exposure. Our results reveal deep spatial and institutional inequalities. 47.5% of students attend institutions with low environmental quality. While kindergartens typically offer green-rich environments, secondary schools with significant student populations—which are primarily concentrated in the dense historical downtown—are trapped in “grey” zones possessing poor environmental quality. Furthermore, we identify a “green paradox” in socialist housing estates: despite abundant surrounding greenery, schools here record high LST values due to the heat-trapping morphology of vertical concrete structures. The study also highlights institutional maladaptation, such as converting schoolyards into parking lots and using rubber pavements for safety reasons, which contributes to the deterioration of environmental quality. We conclude that current urban planning and school architecture must shift paradigms, treating schoolyards as integral components of the public green infrastructure network through climate-adaptive design. In addition, stakeholders should develop the green environment of educational institutions comprehensively, taking into account both on-site and surrounding green spaces. Full article

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

Schoolyards are increasingly recognized as critical spaces for inclusion, yet research on their role in addressing gender and disability remains limited. This study examines Greek teachers’ perceptions of schoolyard inclusivity, analyzing how views differ across teaching levels, professional experience, and institutional contexts. A quantitative survey design was employed, applying an intersectional framework seldom used in schoolyard research to capture both structural and cultural dimensions of exclusion. Teachers identified barriers such as uneven surfaces, limited adaptive equipment, and the absence of sensory-friendly areas, alongside cultural dynamics, particularly the dominance of competitive sports in central spaces, that marginalize girls and students with disabilities. Findings indicate that educators with longer service, advanced academic qualifications, and training in Special Education were more sensitive to issues of equity and accessibility, while secondary-level teachers were more critical than primary colleagues, reflecting adolescence as a period of intensified gendered exclusion. Situating these results within international debates on playground design, hidden curriculum, and Universal Design for Learning, the article concludes that inclusive schoolyards require not only physical redesign, but also cultural transformation, participatory co-design, and teacher-led practices aligned with global sustainability agendas. 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

Teacher professional development opportunities are woven into the structures of license renewal and school expectations, but the opportunity to profoundly develop in a professional and broad manner is still often a struggle for educators because of financial and time-oriented constraints. The Schoolyard Network is a professional development series of virtual meetings conducted by the Great Smoky Mountains Institute at Tremont to support participating educators in exploring outdoor learning opportunities with K–12 students. This key case study describes the Schoolyard Network’s lead organizer’s knowledge and perspective of running this exemplary case of a virtual outdoor experience platform. Findings suggest that the utilization of an outdoor, experiential, inquiry-based design, while prioritizing mindfulness and conversational techniques such as active listening, reflection, and relationship building are effective design principles for virtual teacher professional development, albeit through a complex, unique system. A model of impact suggests that the Schoolyard Network structure provides meaningful STEM experiential learning activities for educators impacting classrooms across a broad range of environments and geographic proximity. 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

Studies about recess have found that children have higher physical activity (PA) during outdoor recess compared to indoor recess, and well-constructed schoolyards play an important role in stimulating PA in children. This study aimed at investigating the affordances of schoolyards and outdoor recess PA in two urban and two rural primary schools in Estonia. Schoolyards were described with the geographical mapping method, children’s activities during outdoor recess were registered by using observations, and PA levels were measured with accelerometers. Students from grades two to six (8–13-year-olds) were included in the study. All observed schoolyards had different spaces including various ball game areas, climbing facilities, and slacklines. The natural environment dominated in the rural schools, and artificial surfaces dominated in the urban schools. Boys in the study tended to enjoy more sport-related activities, whereas girls preferred more social and less active activities. Students participating in outdoor recess spent about twice as much time (20.4%) on moderate-to-vigorous PA (MVPA) compared to indoor recess (9.5%), although boys were more active than girls (22.9% vs. 17.3%). All schoolyards afforded more MVPA during outdoor recess compared to indoor recess, whereas schoolyards with more space per child and natural environment elements generated more varied PA and higher MVPA. These findings confirm the importance of schoolyard design and quality for the variety and intensity of students’ PA during outdoor recess. Full article

The school grounds provide students opportunities for respite, relaxation and relief from daily stresses during breaks in the school day. However, it is unclear whether secondary schoolyard designs adequately support the diverse and evolving needs of adolescents, particularly at a time when they are experiencing rapid emotional and physical developmental change. To investigate this, quantitative methods were used to explore differences in perceptions of schoolyard attractiveness and restorative quality based on student gender and year level. A school-wide survey was administered to approximately 284 students in years 7 to 10 at a secondary school in Canberra, Australia. Results indicate significant declines in student perceptions of schoolyard attractiveness and restorative quality. Higher ratings of schoolyard likeability, accessibility, personal connection and restorative quality of ‘being away’ were associated with male students across all year levels. Further work is needed to explore how schoolyard environments can better support the design preferences and well-being needs of older and female students. Such information would help planners, designers and land managers develop schoolyard designs that are more equitable in their benefits to secondary school students of different genders and year levels. Full article

Social participation in schoolyards is crucial for children’s development. Yet, schoolyard environments contain features that can hinder children’s social participation. In this paper, we empirically examine schoolyards to identify existing obstacles. Traditionally, this type of study requires huge amounts of detailed information about children in a given environment. Collecting such data is exceedingly difficult and expensive. In this study, we present a novel sensor data-driven approach for gathering this information and examining the effect of schoolyard environments on children’s behaviours in light of schoolyard affordances and individual effectivities. Sensor data is collected from 150 children at two primary schools, using location trackers, proximity tags, and Multi-Motion receivers to measure locations, face-to-face contacts, and activities. Results show strong potential for this data-driven approach, as it allows collecting data from individuals and their interactions with schoolyard environments, examining the triad of physical, social, and cultural affordances in schoolyards, and identifying factors that significantly impact children's behaviours. Based on this approach, we further obtain better knowledge on the impact of these factors and identify limitations in schoolyard designs, which can inform schools, designers, and policymakers about current problems and practical solutions. 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

(1) Background: Evaluation of wind environments regarding pedestrian comfort may unveil potential hotspot areas, particularly in the context of the rapid urban development in China since the 1990s. (2) Method: With primary schools in Nanjing as case studies, the authors simulated the wind environment of schoolyards with the computational fluid dynamics (CFD) approach and evaluated relevant wind comfort criteria. (3) Results: The study showed that the comfortable wind environment of schoolyards generally expanded in three primary schools in summer and winter, and wind speed and the comfortable wind level decreased in some outdoor schoolyard spaces. The results also indicate that the mean wind speed of the schoolyards did not linearly correlate to the building density either within or outside the schools. An increase in the building height of the primary schools could improve the wind comfort of the schoolyard, but the increased building height in the vicinity may worsen the wind comfort in the schools. Meanwhile, a lift-up or step-shaped building design for schools can improve wind comfort in schoolyards. (4) Conclusions: This study provided simulated results and an approach for urban designers to evaluate and improve the wind environment for school children’s outdoor activities. Full article