Green schoolyards support learning across many academic subjects, but their natural elements remain underutilizedGreen schoolyards offer unique educational opportunities, and research has demonstrated their potential to support a wide range of learning benefits. However, studies also suggest that these spaces are often underused in daily educational practice, highlighting the need for guidance on how to integrate them into everyday teaching. Despite their potential, practical examples of how green schoolyards are used for educational purposes remain limited. This study therefore provides a current overview of the educational use of green schoolyards in Dutch primary schools. Specifically, the study explores how these spaces are used for teaching, with a focus on subjects, teaching methods, and the specific elements and qualities of green schoolyards that support learning. By documenting current practices, the study aims to inspire teachers and contribute to the discussion about the educational potential of green schoolyards.
Primary schools with a green schoolyard were invited to participate in the study. Sixteen schools across the Netherlands agreed to participate, and the researchers distributed online surveys to teachers at these schools. Teaching staff from 14 schools completed the surveys: 10 religious schools, three schools based on a philosophical belief system, and one public school. The survey first asked teaching staff whether they used their schoolyard for educational purposes. Fifty-one of 76 staff (69%) reported using the schoolyard for education. Only the 51 teaching staff (90% of teachers) who used the schoolyard for education completed the remaining survey items. These staff were asked: (1) how often they used the schoolyard for education; (2) which educational activities they used the schoolyard for; (3) if they felt the schoolyard was suitable for education; and (4) how student behavior and learning differed between the green schoolyards and the classroom. Teachers also completed survey items to assess student engagement and classroom management in the green schoolyards. Student engagement was measured with the behavioral and emotional engagement subscales of the Engagement versus Disaffection Scale. Classroom management was measured with the Self-Efficacy in Classroom Management subscale of the Teachers’ Sense of Efficacy Scale. The final component of data collection involved observing educational activities in the green schoolyards to identify curricular objectives, teaching methods, and schoolyard use. Of the 14 participating schools, no educational activities took place in the schoolyard during the observations at eight schools. At the remaining six schools, a total of 24 lessons were observed, including lessons for kindergarten and middle and upper primary students (age 4-12). Data analysis employed both quantitative and qualitative methods.
Most teachers reported using the schoolyard once a month (37%) or two or three times a month (25%). Teachers used green schoolyards for a wide range of subjects, including language learning, mathematics, “orientation on yourself and the world” (a subject that integrates history, geography, science, and technology), arts, physical activity, and social-emotional development. A variety of teaching methods were also used in green schoolyards. Educational games were most common, and instructional strategies also included practice and consolidating skills, inquiry-based learning, free play, arts-based methods, and workshops. Teaching staff valued a range of green schoolyard elements for educational use. In particular, they valued the spaciousness of schoolyards that allowed movement. Teachers also appreciated the schoolyard's diversity, which provided different affordances for learning, natural elements such as fresh air and greenery, and opportunities for tactile experiences. Observations showed that teachers mostly used schoolyards for their spaciousness for physically active games and learning. In contrast, teachers used the schoolyards' natural elements on only four occasions during the observations. Teaching staff reported higher student engagement in the schoolyard than in the indoor classroom, while classroom management was similar in both settings. Overall, teachers emphasized that “green schoolyards are a different learning environment than indoor classrooms that offer distinct advantages and disadvantages.” They felt that the schoolyard supported but could also hinder concentration and deep learning. Although teachers indicated that children were more distracted outdoors in some instances, they also stated that “the things we learn outdoors linger better” and that “after the outdoor lesson, concentration is better during the indoor lesson.” Teachers described an increased enthusiasm for learning in the schoolyard, as shown by students’ increased energy and activity. Teaching staff also felt that learning in the schoolyard gave students a sense of autonomy and freedom.
Overall, findings suggest that green schoolyards offer valuable, diverse learning environments that provide distinct advantages and complement the indoor classroom. Results showed that green schoolyards support a range of educational subjects and teaching methods, indicating that teachers can integrate the outdoors into the curriculum. In particular, the open space of the schoolyard encouraged movement and a sense of freedom. However, teachers rarely utilized the natural features of green schoolyards. “While teachers acknowledge the intrinsic value of green schoolyards’ diversity and natural richness, there remains untapped potential in employing educational practices that fully harness the unique features of these outdoor environments.” The study offers practical guidance for integrating green schoolyards into daily teaching and for expanding their role as versatile, enriching learning environments.
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