The governance configurations of green schoolyards

Study provides key insights for “good governance” of green schoolyardsGreen schoolyards are widely acknowledged for the range of benefits they provide to children and communities. However, little attention has been granted to the “governance configurations” of green schoolyards, which drive how green schoolyards are conceptualized, designed, implemented, maintained, and ultimately utilized by children. To clarify what constitutes “good governance,” this study examined many facets of green schoolyard development, including policy, stakeholder roles, and decision-making processes. Particular attention was paid to how power is distributed in green schoolyard practices and its impact on justice and equity.

A search of the existing academic and grey literature identified a total of 108 articles focused on green schoolyards. Review of the articles examined the factors that frame green schoolyards, by focusing on “norms” (regulations, policies, funding, and narratives), “actors” (stakeholders such as institutions, school staff, children, funders, and designers) and “processes” (communication, participation, decision-making, and negotiation). These components were examined within a framework of desirable governance attributes that assessed if they are “effective, just, responsive and vigorous.” Additionally, findings from the literature review were cross-checked through interviews with five key informants with extensive experience with green schoolyard development in Belgium, France, Spain, the Netherlands, and UK.

Findings regarding the “norms” of green schoolyards suggest that while a common discourse is focused on their extensive benefits to children’s health, well-being, and learning, a lack of education policy aimed at incorporating green schoolyards greatly limits their utilization. This finding highlights the need for “coordinated and connected public policies that adopt a comprehensive view of learning, integrating outdoor education.” Further, an inequitable distribution of green schoolyards was identified, with schools in economically disadvantaged neighborhoods generally lacking access to resources and support. Findings related to “actors” indicate that an array of community stakeholders are involved in the creation of green schoolyards. However, several challenges exist: children are rarely granted decision-making power and their ideas are frequently discounted; teachers lack confidence for teaching outdoors and need training to support their utilization of green schoolyards; and stakeholders are mainly white/middle-class and aims to support greater socio-cultural, ethnic and economic diversity are needed. Regarding “processes,” findings call for greater collaboration between children, parents, teachers and designers across each stage of green schoolyard development. Again, children’s limited involvement emerged as an area that needs to be prioritized, and, overall, “the failure to view children as competent participants throughout all phases is a common trend in schoolyard transformations.”

The researchers conclude that good green schoolyard governance is demonstrated by: (1)  children’s actual use of naturalized areas; (2) incorporation with school curriculums; (3) design based on an understanding of landscape ecology, participation and creative play; (4) prioritization of equity and justice in all phases of development and use; and (5) public funding that is flexible to the evolving needs and preferences of children.