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Publication Date

2024-12

Document Type

Capstone

Study Type

ENV 312

Department

Environmental Science and Policy

Advisors

Alexander Barron

Abstract

Exposure to vegetation, both in and outside the context of schoolyards, is linked with a myriad of psychological, social, physiological, and developmental benefits, while the greenery itself yields important environmental outcomes. However, access to green schoolyards—defined here as schoolyards with abundant vegetation and other natural elements—varies significantly, with many schools in low-income areas being surrounded by large amounts of impermeable surfaces, like concrete and asphalt, with few natural features. Our project seeks to make the case for implementing greenery into lacking schoolyards to close this gap and promote equitable access. In a literature review, we outline key benefits linked with green schoolyards and racial and socioeconomic inequalities in access. We explain barriers to implementation, particularly cost, and offer an overview of past and ongoing efforts to implement green schoolyards both nationally and within Massachusetts. We also present the results and interpretation of our own mapping analysis cross-comparing the vegetative cover, academic performance, and school closures due to extreme heat events of public elementary schools in two Massachusetts districts of different socioeconomic status: Holyoke and Winchester. We found a broad range of benefits associated with green schoolyards in our literature review, though the results of our mapping analysis were mixed. Based on the information we found, we offer recommendations for paths forward to increase equitable access to green schoolyards. Our goal with this project is to incorporate greening schoolyards into Massachusetts legislation by 2026. We recommend Massachusetts Bill S.2885 as a potential foundation for this effort, and also advise coupling this legal route with volunteer initiatives. We hope that our work will serve as part of a larger movement to increase equitable access to nature and its associated benefits while also helping to promote climate resilience in schools.

Rights

© 2024, Malika Gottfried and Neelie Markley

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