Work

From green to greener: Exploring associations between green schoolyard design and primary school children’s recess behaviors

Year: 2025

Type: article

Abstract: Green schoolyards vary in design, which may affect children’s play. This study investigated the association between the design of green schoolyards and primary school students recess behaviors. The design of 18 schoolyards was assessed with the Green Schoolyard Evaluation Tool (GSET). Recess behaviors were assessed with behavioral observations, in young (∼4–6 years old; n = 1093) and older (∼6–12 years old; n = 1846) primary school children, and with teaching staff surveys (n = 76). Recess behaviors included play, play materials, social interaction, and physical activity . The results showed that higher GSET scores were associated with more building and manipulating, exploring and investigating, dramatic play, and play with natural material and less non-engagement in play. Higher GSET scores were also associated with more play on equipment and less rough and tumble in older children, and more positive student-student interaction according to teaching staff. These results suggest that the design of green schoolyards play a vital role in children’s recess behaviors.

Source: Urban forestry & urban greening

DOI: 10.1016/j.ufug.2025.128809

Authors: Nicole van den Bogerd, Marit Struiksma, Dieuwke Hovinga, Jolanda Maas

Institutions: Erasmus MC, Vrije Universiteit Amsterdam

Language: English

Topic: Urban Green Space and Health

Subfield: Health, Toxicology and Mutagenesis

Field: Environmental Science

Domain: Physical Sciences

SDGs: Quality education, Sustainable cities and communities

Open Access status: hybrid

Estimated APC paid: $3,870