This study addressed concerns relating to the unequal exposure or access to nature for children living in urban areas. Previous studies addressing this concern have focused primarily on residential metrics. This study differs by focusing on school-based exposure to nature. The study was based on the understanding that schools and their environments might play a relevant role in the reduction of residential green space disparities, given the considerable amount of time that children spend in school settings.
Researchers collected data on the amount and main components of green infrastructure (GI) within and around 324 primary schools in Barcelona, Spain. This sample encompasses most of the schoolchildren in Barcelona between the ages of 3 and 12. Researchers also collected information about neighborhood social vulnerability in each of the school's catchment areas. Indicators of social vulnerability used for this study were based on socioeconomic status (income and level of educational attainment) and risk of social exclusion (immigrants from the Global South). Additional data was collected through online surveys assessing children's actual use of or interaction with school GI elements and the frequency of outdoor nature contact activities during school hours. The survey was completed by personnel at 87 schools, mostly by school directors or headmasters.
GI data showed that school-based exposure to urban nature is markedly uneven across Barcelona, with a substantial share of greener schools being located in the wealthiest neighborhoods. The majority of schools throughout the city have very low levels of both inner and outer plant canopy cover. In fact, less than 10% of surveyed schools offer a substantial amount of inner plant canopy cover to their students. Survey results indicated that children in schools with higher levels of GI enjoy frequent outdoor activities in nature, while children in schools with lower levels of greenness did not. The data revealed no relevant green inequalities between public and charter schools or in surrounding GI indicators, such as access to public green spaces.
This research highlights the need to consider multiple indicators of green infrastructure and different dimensions of equity to improve justice in school-based re-naturing and the provision of outdoor educational opportunities. Specific recommendations targeting municipal policymakers, urban planners, landscape architects and the educational community are offered. Suggestions for additional research are also offered.
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