A national research agenda supporting green schoolyard development and equitable access to nature

Abstract

The benefits of nature are increasingly well-documented and diverse, but they are inequitably distributed. A large and growing body of literature including observational, experimental, and epidemiological studies support a myriad of benefits of access to nature. Exposure to green settings, including urban green spaces, is associated with positive outcomes related to physical health, ranging from cardiovascular health (Duncan et al., 2014) to pregnancy and birth outcomes (Dadvand et al., 2014). Mental health benefits are also diverse, including recovery from stress (Li and Sullivan, 2016), reduced depression (South et al., 2018), restoration of attention (Joye and Dewitte, 2018), and calming our need to scan for threats (Browning and Alvarez, 2019). Community-level benefits of increased exposure to green spaces include increased community cohesion (Peters et al., 2010) and lower crime levels (Wolfe and Mennis, 2012). In addition, green settings are associated with higher academic achievement (e.g., higher scores on standard tests of attention: Kuo, Browning, and Penner, 2018); and pro-environmental behaviors (Stevenson et al., 2013; Chawla, 2015). However, it is also well documented that access to nature is not equitable. Increasingly, access to nature is a privilege, with low-income communities and communities of color being underrepresented in the use of outdoor spaces (Wen et al., 2013) and having fewer opportunities to engage with nature than their wealthier or white counterparts (Rigolon, 2016). In addition, children in low-income communities may benefit from time in nature to a greater degree than their higher income peers (i.e., the equigenic effect: Mitchell et al., 2015). In short, nature is less accessible to those who would benefit from it most and thus not equitable. Green schoolyards are "school grounds where natural elements are present and abundant" (Children & Nature Network, 2016a: 4). They may include playground equipment, sports facilities, community gathering spaces, accessible pathways, outdoor classrooms, storage, storm water capture elements, nature play settings, trails, etc. Most critically, they include native vegetation (trees, shrubs, grassland, flowers, etc.), pollinator and/or edible fruit and vegetable gardens, associated animal life, and other natural

Green schoolyard renovations in low‐income urban neighborhoods: Benefits to students, schools, and the surrounding community

“…The current study is among the first to consider the effects of a green schoolyard renovation in a low‐income urban area by capturing changes in outcomes from pre‐ to postrenovation. In line with the research agenda proposed by Stevenson et al (2020) to investigate compelling outcomes that might support policy change, findings from the current study suggest that green schoolyard renovations provide a safe space to engage in outdoor activities while also promoting social cohesion among children and between the school and community. The results add to a growing evidence base that suggests green schoolyard renovations can increase utilization, facilitate greater access to PA, and promote prosocial behavior (Raney et al, 2019) with long‐lasting benefits for individuals and communities (Bates et al, 2018).…”

“…Additionally, caregivers and community members reported using the schoolyard significantly more for their children to play and run around from pre‐ to postrenovation. More work is needed to investigate which aspects of green schoolyards support desired activities (Stevenson et al, 2020).…”

“…The current study expands upon the existing literature on how renovated green schoolyards may benefit low‐income youth and community members living in urban areas. Aligning with a proposed national research agenda by Stevenson et al (2020), this study is one of the first to utilize a multimethod approach to examine schoolyard utilization, PA, and social interactions before and after a green schoolyard renovation, both during and outside of school hours. In addition, multiinformant surveys were administered to caregivers, school staff (henceforth referred to as teachers), and community members to evaluate the sense of safety and social cohesion in the schoolyard, school, and surrounding neighborhood.…”

Nature-based therapeutics: A collaborative research agenda promoting equitable access and environmental stewardship

“…Another translational research priority is to partner with communities and stakeholders to increase awareness of disparities in access to nature and green space and to co-create strategies to increase equitable access to nature ( Casey et al., 2017 ; Jennings, Baptiste, Jelks, & Skeete, 2017 ; Jennings, Larson, & Yun, 2016 ; Shanahan, Lin, Gaston, Bush, & Fuller, 2014 ; Stevenson et al., 2020 ). The team found an early partner in the local parks and recreation department and nature preserve, willing to offer resources and open to collaborative planning.…”

A Coordinated Research Agenda for Nature-Based Learning

“…increase opportunities for nature-based learning-green schoolyard developmenthas become the focus of a research agenda of its own (Stevenson et al, 2020); and the term has already become the subject of critical analysis (Ross, 2020). Many new publications demonstrate active interest in different questions related to nature-based learning, and the fact that this term has been incorporated into a number of bachelors, masters, and doctoral level theses shows that it has caught the attention of emerging scholars.…”