The impact of greening schoolyards on the appreciation, and physical, cognitive and social-emotional well-being of schoolchildren: A prospective intervention study

• Published in: Landscape and urban planning 2018-12, Vol.180, p.15-26
• Main Authors: van Dijk-Wesselius, J.E., Maas, J., Hovinga, D., van Vugt, M., van den Berg, A.E.
• Format: Article
• Language: English
• Subjects: Child development; Green design; Green schoolyards; Nature and health; Restoration
• ISSN: 0169-2046; 1872-6062
• DOI: 10.1016/j.landurbplan.2018.08.003

•Children perceived their schoolyard as more natural and attractive after greening.•After greening children reported fewer peer problems and more social support.•Greened schoolyards stimulated girls’ physical activity during one year follow-up.•Improved attention after recess in green schoolyards was found at two year follow-up.•Greening schoolyards seems especially beneficial for girls and younger children. Greening schoolyards is an initiative to reconnect children with nature and afford meaningful experiences that foster children’s well-being. To strengthen the empirical basis for greening schoolyards, we conducted a longitudinal prospective intervention study with a two-year follow-up, to investigate the impact of greening schoolyards on schoolchildren’s (age 7–11) appreciation of the schoolyard, and their physical, cognitive, and social-emotional well-being. Data were collected amongst nine elementary schools in moderate-to-high-urbanized areas in The Netherlands with approximately 700 children at each measurement. At baseline, all nine schoolyards were paved. Five schools greened their schoolyard between baseline and first-follow-up. Objective measurements included accelero-based measurements of physical activity during recess, attentional tests (Digit Letter Substitution Test, Natu & Argwal, 1995; Sky Search Task, Manly et al., 2001) and a social orientation test (Social Orientation Choice Card, Knight, 1981). Self-report questionnaires included children’s appreciation of the schoolyard (naturalness, likability, attractiveness and perceived restoration), and their social- and emotional well-being (Strength and Difficulties Questionnaire, van Widenfelt, Goedhart, Treffers & Goodman, 2003; Social Support, RIVM, 2005; Pediatric Quality of Life Inventory, Varni, Seid & Kurtin, 2001). Multilevel data analyses support our expectation that greening has a positive impact on children’s appreciation of the schoolyard, their attentional restoration after recess and social well-being. Furthermore, our results indicate that greening stimulates physical activity of girls. We found no impact on emotional well-being. These findings provide some support for the relevance of greening schoolyards and may guide further development of schoolyards that facilitate the well-being of schoolchildren.