Does schoolyard greenspace matter for children’s achievement and well-being?

This study will inform standards and measures to improve the quality of outdoor areas in primary schools, with potentially important implications for children’s learning, health and development.

Background: Our recent nationwide mapping of outdoor areas in Norwegian primary schools revealed substantial variation in size, land cover, and access to natural elements, with schoolyards in compact urban areas being both smaller and more dominated by asphalt. Such limited space and lack of green spaces may negatively affect children’s wellbeing and learning. However, evidence linking greenspace exposure in schools to children´s academic achievement and wellbeing in school settings is needed, and there may be geographical variations in the strength of such links. The aim of this study is therefore to investigate if greenspace exposure is linked to academic achievement and well-being, and if such associations are moderated by the degree of urbanization (rural, urban, compact urban) or the socioeconomic status of the school catchment areas.
Methods: We have computed geospatial data on schoolyard size, land cover (natural vs. man-made surfaces), and surrounding greenspace within a 200-meter radius in 372 randomly selected Norwegian primary schools. These geospatial data were linked to information on (1) student-reported well-being and school satisfaction from the National Student Survey, and (2) academic achievement data from national tests in mathematics, English, and Norwegian at the 5th, 8th, and 9th grade levels. We will use multiple regression analysis to examine main effects while controlling for a range of possible confounding characteristics of the schools and the school catchment areas. Moderator analysis will be used to examine if any associations vary sociodemographic characteristics.
Results: We hypothesize that schools with more extensive greenspace—both within and surrounding the schoolyard—will show higher average levels of student-reported well-being and better performance on national tests. We also expect these relationships to be stronger in compact urban areas, where access to nature is more constrained, and in schools serving lower socioeconomic-status communities, where greenspace may have a particularly beneficial and mitigating effect.
Conclusion: By integrating precise measures of schoolyard greenspace exposure with objective and subjective data on children’s health, learning, and well-being, this study aims to generate actionable knowledge for school planners, educators, and policymakers. Our findings will contribute to evidence-based guidelines for designing healthier and more equitable school environments, underscoring the importance of greenspace as a supportive resource for children’s development.