Eine Plattform für die Wissenschaft: Bauingenieurwesen, Architektur und Urbanistik
Eine Plattform für die Wissenschaft: Bauingenieurwesen, Architektur und Urbanistik
Green school outdoor environments, greater equity? Assessing environmental justice in green spaces around Dutch primary schools
https://orcid.org/0000-0003-0392-8915
Highlights First nationwide assessment of inequalities in green school outdoor environments. Greener school outdoor environments tended to be in wealthier neighborhoods. No urban–rural differences in green school outdoor environments. Gaps in existing subsidy schemes for schoolyard greening leave some children behind. We advocate national green space justice strategies that reach all schoolyards and every child.
Abstract Green spaces around schools contribute to children's health and wellbeing. However, only a few studies have examined whether green space provision around schools in urban and rural areas are equally available across socioeconomic groups. We assessed whether and to what extent the green space provision of public primary schoolyards differs cross-sectionally across demographic and socioeconomic neighborhood profiles in the Netherlands. A fine-grained measure of green space (e.g., lawns, hedges, and trees) was applied to 5,773 school locations centering buffers at 50 m, 100 m, and 500 m. Fitting spatial lag regression models to the data, our results showed robust and inverse associations between available green school outdoor environments and low-income and less-educated neighborhoods. The percentage of non-Western migrants was positively associated. No evidence showed greenness around schools differing across levels of urbanization; however, schools with subsidy schemes supporting schoolyard greening tended to be greener. Our overall findings highlight socioeconomic disparities in green school outdoor environments across the Netherlands. To bridge this gap in environmental justice, we advocate for each child to have the ability to benefit equally from schoolyard green spaces by enabling more comprehensive greening subsidy schemes.
Green school outdoor environments, greater equity? Assessing environmental justice in green spaces around Dutch primary schools
https://orcid.org/0000-0003-0392-8915
Highlights First nationwide assessment of inequalities in green school outdoor environments. Greener school outdoor environments tended to be in wealthier neighborhoods. No urban–rural differences in green school outdoor environments. Gaps in existing subsidy schemes for schoolyard greening leave some children behind. We advocate national green space justice strategies that reach all schoolyards and every child.
Abstract Green spaces around schools contribute to children's health and wellbeing. However, only a few studies have examined whether green space provision around schools in urban and rural areas are equally available across socioeconomic groups. We assessed whether and to what extent the green space provision of public primary schoolyards differs cross-sectionally across demographic and socioeconomic neighborhood profiles in the Netherlands. A fine-grained measure of green space (e.g., lawns, hedges, and trees) was applied to 5,773 school locations centering buffers at 50 m, 100 m, and 500 m. Fitting spatial lag regression models to the data, our results showed robust and inverse associations between available green school outdoor environments and low-income and less-educated neighborhoods. The percentage of non-Western migrants was positively associated. No evidence showed greenness around schools differing across levels of urbanization; however, schools with subsidy schemes supporting schoolyard greening tended to be greener. Our overall findings highlight socioeconomic disparities in green school outdoor environments across the Netherlands. To bridge this gap in environmental justice, we advocate for each child to have the ability to benefit equally from schoolyard green spaces by enabling more comprehensive greening subsidy schemes.
Green school outdoor environments, greater equity? Assessing environmental justice in green spaces around Dutch primary schools
https://orcid.org/0000-0003-0392-8915
Highlights First nationwide assessment of inequalities in green school outdoor environments. Greener school outdoor environments tended to be in wealthier neighborhoods. No urban–rural differences in green school outdoor environments. Gaps in existing subsidy schemes for schoolyard greening leave some children behind. We advocate national green space justice strategies that reach all schoolyards and every child.
Abstract Green spaces around schools contribute to children's health and wellbeing. However, only a few studies have examined whether green space provision around schools in urban and rural areas are equally available across socioeconomic groups. We assessed whether and to what extent the green space provision of public primary schoolyards differs cross-sectionally across demographic and socioeconomic neighborhood profiles in the Netherlands. A fine-grained measure of green space (e.g., lawns, hedges, and trees) was applied to 5,773 school locations centering buffers at 50 m, 100 m, and 500 m. Fitting spatial lag regression models to the data, our results showed robust and inverse associations between available green school outdoor environments and low-income and less-educated neighborhoods. The percentage of non-Western migrants was positively associated. No evidence showed greenness around schools differing across levels of urbanization; however, schools with subsidy schemes supporting schoolyard greening tended to be greener. Our overall findings highlight socioeconomic disparities in green school outdoor environments across the Netherlands. To bridge this gap in environmental justice, we advocate for each child to have the ability to benefit equally from schoolyard green spaces by enabling more comprehensive greening subsidy schemes.
Green school outdoor environments, greater equity? Assessing environmental justice in green spaces around Dutch primary schools
van Velzen, Carolien (Autor:in) / Helbich, Marco (Autor:in)
07.01.2023
Aufsatz (Zeitschrift)
Elektronische Ressource
Englisch
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