School green space supports children’s pro-environmental behaviorSchools are often encouraged to adopt green schoolyard initiatives; however, little is known about how these spaces impact the environmental attitudes and behaviors of students. This study focused on identifying the components of school green space that are most effective in supporting students’ acquisition of environmental attitudes and pro-environmental behavior (PEB). Researchers considered the role of the physical environment, such as plant diversity and landscape richness, on students’ perception of the environment. Student perceptions, along with their interaction with nature at school, were considered in relation to PEB “to provide a clear vision on what makes a “good” school green space.”
Twenty randomly selected schools from a city in China participated in the study. Detailed assessments of green space at each school measured green space area, plant species diversity, vegetation structure diversity, the landscape’s potential for a variety of children’s activities, recreation facilities, and indoor greenery. Each school’s participation in green activities was evaluated through interviews with teachers. From each school, two fifth grade classes were randomly selected to complete a survey. A total of 1,597 survey responses were collected from 829 boys and 861 girls who ranged in age from 8 to 12 years, although the far majority were age 10-11. Surveys consisted of five sections in which students reported their: (1) perception of the school environment, (2) interaction with natural elements at school, (3) environmental activities outside of school, (4) environmental attitudes (including two sub-measures for preservation of nature and utilization of nature), and (5) engagement in pro-environmental behavior (energy reduction, recycling, etc.).
Students at schools with more green environment features reported significantly more positive perceptions of their school’s environment, although they did not report greater levels of interaction with natural elements. Interviews with teachers revealed that each school participated in 2–25 green activities during the previous two years. The most frequent type of activity was talking (26% of total activities) and hand-written activities (15%). The frequency of green activities did not impact students’ perception of the school environment or their overall environmental attitudes. However, more green activities were related to lower utilization attitudes (view of nature as something to be utilized by humans). Students’ perception of the school environment had a positive influence on their preservation attitudes (view of nature as something to preserve), which were linked to significant increases in PEB. Additionally, PEB was found to directly increase as perception of the school environment and interaction with natural elements increased.
Results indicate that students’ perceptions of their school environment are related to the quality of landscape features. These perceptions, along with their interaction with natural elements at school, impact students’ preservation environmental attitude and PEB. Interestingly, the research did not detect a strong relationship between green activities and students’ perception of the school environment or interaction with nature at school. This finding may reflect the activities’ lack of connection with the natural environment, which was revealed in interviews with teachers.
Overall, the research highlights the importance of a school’s physical environment. The researchers conclude that “students who attend a school with more green space, plant diversity, and landscape possibility will exhibit more pro-environmental behavior.” Though this correlation does not indicate a cause-effect relationship, school administrators should incorporate an array of rich and diverse natural features to their schoolyard design to build environmental literacy among students.
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