Evaluating the effect of green, blue, and gray measures for climate change adaptation on children's well-being in schoolyards in Barcelona

Why this matters
Many school grounds are mostly concrete, with little shade and few plants. On hot days, recess in those spaces is uncomfortable, and the big open court often belongs to whoever plays football. If you want to change your grounds, it helps to know what children notice and use once the changes are in.

What the researchers did
In 2020, 11 Barcelona public primary schools added trees and plants, fountains, and shade with seating to their yards. The researchers surveyed about 790 students aged 11 and 12 at these schools and at 10 similar schools that made no changes. They also ran photo sessions with 59 students, who photographed the changes they found most and least useful and talked them through. They also interviewed seven teachers.

What they found

1. Children liked their yards more. Compared with students at the other schools, students at redesigned schools rated their yard almost two points higher out of 10 (girls) and one point higher (boys). They gave much better ratings to green spaces, shade and seating.
2. Shade made recess feel cooler, but plants take time. Trees, canopies and pergolas (open-frame roofs) made the yard feel less hot. New plants were still too small to make much difference. Gaps in pergolas let sun through, and students disliked canopies only the caretaker could open.
3. Play became more varied. Before, football filled the main court and girls often stood at the edges looking for shade. Afterward, children chatted, read, ate snacks and played board and chasing games in the shaded seating areas. Boys played less sport. Boys and girls mixed more, and children made new friends. Students said they fought less because they were not so hot. Some sporty students missed having room to run.
4. Children felt calmer and safer. Students said they felt less tired and stressed and could focus better in class. Benches and picnic tables felt safe from stray balls. Boys at redesigned schools scored higher on quality of life and on physical and school well-being than boys at the other schools. Girls' scores did not differ.
5. Water features need careful planning. Fountains were welcome for cooling, but COVID-19 rules and school rules against getting wet limited their use. Some fountains were too tall for children. Puddles and new gravel caused slips, and students and teachers worried about wasting water.

What this means for your practice

• Pair shade with seating. In this study, shaded benches and picnic tables did the most work. They cooled children, created calm spots away from ball games, and drew boys and girls into shared spaces.
• Break up the big court. Offer several zones so children who don't play sport have somewhere to go. Keep some open space too, so active children still have room to run.
• Plan for growth and upkeep. Teachers regretted that new plantings were not maintained. Decide who will care for plants before planting. Use quicker shade, like canopies, while trees grow.
• Give children control. If shade depends on an adult opening it, it often stays closed. Choose shade students can use themselves, or set a reliable routine.
• Design water areas with care. Check that fountains suit children's height, add anti-slip surfaces (students praised these), and plan for puddles. Agree clear rules on water play that balance cooling with not wasting water.
• Use heat as a cue. Students linked hot days to fighting. On hot days, steer children toward shaded, seated spaces.

• Ask the children. The photo sessions quickly revealed practical fixes, like gaps in pergolas and canopies no one could open. Try a "photo walk" where students show you what works and what doesn't in your grounds.

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