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GROUNDS FOR CHANGE: Green Schoolyards for all Children

About the Author

Richard Louv is Co-Founder and Chairman Emeritus of the Children & Nature Network, an organization supporting the international movement to connect children, their families and their communities to the natural world. He is the author of nine books, including "Last Child in the Woods: Saving Our Children from Nature-Deficit Disorder" and "The Nature Principle." His newest book, "Vitamin N," offers 500 ways to build a nature-rich life. In 2008, he was awarded the Audubon Medal. Margaret Lamar is C&NN's Director of Strategic Initiatives. Margaret works in communities across the U.S. to connect children to outdoor learning and play by facilitating cross-sector community planning to increase equity in access to urban green space. She is a national leader in designing programs that increase outdoor physical activity, mental health, and healthy lifestyles for children and families.

C&NN is pleased to announce “Green Schoolyards for Healthy Communities”, a partnership with the National League of Cities Institute for Youth Education and Families. “Green Schoolyards for Healthy Communities” will engage education leaders, cross-sector practitioners, policy makers and community leaders to promote green schoolyards across the nation. This three-year initiative is funded by a grant from the W.K. Kellogg Foundation.

At a time when children are experiencing high rates of stress, depression, obesity, diabetes and other health risks associated with sedentary lifestyles, they are also experiencing a disconnect from the natural world. The effects of this disconnect are particularly acute in densely populated, economically challenged urban neighborhoods where health risks are already high.

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In many neighborhoods, the standard play space is a barren asphalt playground or a concrete slab surrounded by chain link fence—an environment that many people would find unsuitable in a kennel. Too many children have no access to quality school grounds. Too many school districts have decreased or eliminated recess and field trips. Nearly half of school administrators report having cut physical education to increase academic time-on-task. Recent research associates long hours of sitting with a raft of health risks, and yet these trends continue despite the urgency of what public health professionals call a “pandemic of inactivity.”

At the same time, another growing body of scientific evidence suggests that the creation of nature-rich urban environments, including schoolyards with natural play spaces and gardens, can help improve physical and mental health, cognitive skills, creativity, and social cohesion. New longitudinal studies also suggest that nature-rich schools can help raise standardized test scores. And children in low-income communities appear to benefit proportionally more from access to green space than those in higher-income communities.

Though many policy makers continue to view digital technology as a silver bullet for education, school districts that green their schools can expect a high rate of return on their investment.

 

Schools can, in fact, be pro-tech and pro-nature. When classroom technology is balanced with hands-on active learning outdoors in natural environments, the benefits of both approaches are multiplied. By using more of their senses, by moving their bodies, by experiencing the awe and wonder of nature, tech-savvy children can maximize the abilities and skills that come from both the natural and the virtual worlds.

Opportunities to take students outside into more natural environments can also reduce teacher burnout, according

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to one study. Natural schoolyards can strengthen the social fabric of the wider community. During the school day, they provide opportunities for children to play and learn in nature; and when these green oases are opened to the public after hours and on weekends, families spend more quality time together, elders enjoy walking paths and sitting peacefully outdoors among neighbors, and children enjoy more active and independent play in safe places.

 

The children and nature movement will be effective only in a wider context of social, economic and racial justice. It must value the inherent capacities within communities, including existing social networks, local wisdom and inventiveness,and cultural knowledge about the natural world. While not a panacea, the creation of green schoolyards is one way to assure that all children—not just some—receive the gifts of nature so essential to mind, body and spirit.


Additional Reading and Resources on Green Schoolyards

Read more on the Green Schoolyards for Healthy Communities Initiative.

C&NN’s new report, Building a National Movement for Green Schoolyards in Every Community

Green Schoolyards: A Growing Movement Supporting Health, Education, and Connection with Nature, a report by Openlands and Healthy Schools Campaign

SCHOOLYARD BIOBLITZES: Connecting Kids with Nature in their Everyday Lives

THE SCHOOL OF NATURE: Greening Our Schools May Be The Real Cutting Edge of Education

BACK TO SCHOOL, FORWARD TO NATURE: Ten Ways Teachers Can Fortify Their Students

TRENDS THAT GIVE US HOPE: The Power and Potential of Green Schoolyards

Green Schoolyards Are a Win for Kids, Communities and the Environment

Read more about our partner, National League of Cities’ Institute for Youth, Education, and Families.

Read more about our partner, the W.K. Kellogg Foundation.

Research Articles on the Benefits of Green Schoolyards

The restorative effects of redesigning the schoolyard: A multi-methodological, quasi-experimental study in rural Austrian middle schools

Green schoolyards as havens from stress and resources for resilience in childhood and adolescence


 

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Find out how can you help your community get a dose of nature this summer — take action with the Vitamin N Challenge!

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