Biodiverse or Barren School Grounds

Their Effects on Children

Abstract

This child-centered study compares the effects on children of two Canadian public school grounds chosen for maximum variability of vegetation, one (Strawberry Vale Elementary) richly biodiverse, the other (Glanford Elementary) relatively barren. A total of 349 students (grades 1 to 7, aged 6 to 13) participated by 1) indicating their use of the school ground through drawings, 2) stating their preferences for various school ground elements through a survey, and 3) sharing their perceptions of each school ground through group brainstorming sessions and individual “walkabout” interviews on the grounds. Results of the analyses indicated that on the biodiversified school ground the quality of the children’s outdoor experience was richer, the children’s stated preferences more diverse and more oriented toward nature, and the use of their outdoor environment more complex. This was especially true for primary children (grades 1 to 3, aged 6 to 9) and intermediate girls, but less so for the intermediate boys (intermediate: grades 4 to 7, aged 10 to 13). The biodiverse school ground afforded children more opportunities for functional, constructive and symbolic play. It also offered children more places for reflection and conversation. This research has implications for curricular integration of environmental education and the healthy development of children.