RECOMMENDATION #1: When planning schoolyard transformations, focus on incorporating benefits for the school, the local community and the city overall.

Schoolyard greening from an urban resilience perspective can strengthen systems at different levels

Three case studies from different countries illustrate ways in which schoolyard greening was used to address such climate change concerns as urban heat islands, compromised air quality and stormwater runoff, while also increasing access to outdoor recreation and providing enhanced academic and environmental learning opportunities. The “nine-box resilience frame” developed as a part of this study can be used to assess the resilience dynamics of a given system or scale.
Flax et al., 2020. Greening schoolyards – An urban resilience perspective.
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RECOMMENDATION #2: Link schoolyard greening to broader city policies.

A combination of factors presents barriers to the successful up-scaling of green schoolyards

An analysis of two green schoolyard projects in the Netherlands identified multiple barriers to their successful up-scaling, including lack of environmental awareness, difficulty in acquiring funding, bureaucratic complexity, and lack of time, expertise, and political will. One suggestion for addressing these barriers involves linking schoolyard greening to other city policy concerns, such as climate change, disparities between neighborhoods and lack of community involvement.
Giezen & Pellerey, 2021. Renaturing the city: Factors contributing to upscaling green schoolyards in Amsterdam and The Hague.
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RECOMMENDATION #3: Identify and address social justice issues.

The benefits of urban greening policies across European cities have generally not extended to school environments, especially in deprived neighborhoods

This study examined changes in green/blue space land cover and tree cover in and around schools in four large European cities involved in school greening initiatives. Findings revealed that, in general, school-related green and blue infrastructure (GBI) consistently failed to meet recommended standards. Findings also found inequitable distributions, in which underprivileged schools had lower levels of GBI.
Gallez et al., 2024. Nature-based school environments for all children? comparing exposure to school-related green and blue infrastructure in four European cities.
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RECOMMENDATION #4: Integrate well-being goals with climate change resilience goals.

A theoretical framework for university campus design intertwines biophilia, sustainability and innovative learning opportunities

Findings from a review of empirical studies on the impact of biophilic design were used to develop a theoretical framework for designing innovation-conducive university campuses. The framework provides valuable insight for the design or retrofit of university campuses that nurture human well-being and innovative learning while aspiring to greater environmental sustainability.
Abdelaal, 2019. Biophilic campus: An emerging planning approach for a sustainable innovation-conducive university.
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Integrating biophilic design and other well-being principles in schools contributes to student and planetary health

A review of the literature, interviews and case studies of schools in Australia and Indonesia were used to create the Biophilic Wellbeing Systems Approach (BWSA), a strategy for designing educational settings which foster student well-being and environmental sustainability. The BWSA framework reflects Indigenous wisdom which recognizes ways in which learning environments can function as interconnected ecosystems.
Gray & Downie, 2024. Designing thriving school ecosystems: The synergy of biophilic design, wellbeing science, and systems science.
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RECOMMENDATION #5: Plant more trees and other types of vegetation, including native plants, in areas where children play.

Adding vegetation, natural elements and biodiversity in play settings can increase play value, promote children’s health and address climate change concerns

Interview responses from eight playground design professionals from three different countries highlight the value of increased vegetation in children’s playspaces. The interviewees noted how increased vegetation can add play value to the environment while also promoting children’s health and protecting them from the negative impacts of climate change.
Bäckström, Lundgreen & Slaug, 2024. Mitigating the effects of climate change in children’s outdoor play environments.
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An assessment of vegetation on school grounds identifies opportunities for enhancing the multifunctionality of school greenspaces

Information about the size and quality of vegetation in 64 urban primary schools in Auckland, New Zealand demonstrated that these schools could do more to contribute to urban greening. Specific suggestions included: (a) increasing greenspace type diversity, (b) adding more vegetation layers, and (c) increasing the diversity of native plant species.
Cunninghame & Stanley, 2024. Vegetation complexity and greenspace diversity in urban schools.
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Trees in school parks can serve as a tool for urban heat adaptation and health promotion

Environmental assessments conducted in three school parks in low-income communities in Texas found extreme heat conditions and significant differences in heat index across park sites, with tree canopy accounting for the differences. Observations of children in the parks showed that they positioned themselves under trees during periods of high heat index for thermal comfort.
Lanza et al., 2021. Effects of trees, gardens, and nature trails on heat index and child health: Design and methods of the Green Schoolyards Project.
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Greater tree canopy can preserve moderate to vigorous physical activity levels in children

Data collected from accelerometers and global positioning system monitors worn by 213 students from three schools in Texas showed that the children’s outdoor activity levels decreased as temperatures increased. The data also showed that children at the schoolyard with the most tree canopy spent more time in moderate to vigorous physical activity, which can promote long-term health, compared to children in the other schoolyards.
Lanza et al., 2023. Heat-resilient schoolyards: Relations between temperature, shade, and physical activity of children during recess.
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RECOMMENDATION #6: Integrate green, blue and gray features in school environments to address the negative impacts of climate change.

Adding green, blue and gray features can transform schools into climate shelters

Various green, blue and gray features were added to 11 primary schools in Barcelona, Spain to improve their thermal comfort and to create healthier, more playful and more inclusive schoolyards. Results showed that both students and teachers had more positive perceptions of the new schoolyards, with students reporting increased feelings of relaxation, safety and physical comfort. Students had reduced conflict behavior, enhanced well-being and increased play opportunities. Previous research indicates that these interventions are likely to enhance the well-being and environmental awareness of students, teachers and other members of the local community.
Sanz-Mas et al., 2025. Evaluating the effect of green, blue, and gray measures for climate change adaptation on children’s well-being in schoolyards in Barcelona.
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RECOMMENDATION #7: Develop a systematic approach for studying vegetation on school grounds.

Review of research on school ground vegetation highlights the need for more specificity and uniformity in related research

This review of the literature investigated patterns of research concerning school ground vegetation, with specific attention to the attributes of the vegetation itself and how these attributes relate to the expected multifunctionality. Included studies addressed large parts of the world, but focused primarily on the Global North. Results revealed variations in the way articles included vegetation in their research and the depth to which they considered it.
Ignell et al., 2024. Investigating school ground vegetation research: A systematic mapping review.
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