Greening for academic achievement
Prioritizing what to plant and where
Bibliographic Data
| ID | 21468698 |
|---|---|
| Authors | Ming Kuo (0000-0002-8159-5303, University of Illinois Urbana-Champaign, corresponding author), Samantha E Klein (University of Illinois Urbana-Champaign), Matthew H E M Browning (0000-0003-2296-7602, Clemson University), Matthew HEM Browning, Jaime Zaplatosch |
| Year | 2021 |
| Volume | 206 |
| Pages | 103962 |
| Publication date | 2021-02-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Landscape and Urban Planning (JOURNAL) |
| Journal identifiers | ISSN: 0169-2046 • E-ISSN: 1872-6062 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.landurbplan.2020.103962 |
| OpenAlex | W3097135149 |
| Language | EN |
| Citations received | 11 |
| References cited | 56 |
Converging evidence from hundreds of studies suggests that contact with nature enhances learning in elementary and high school students –– could greening in and around schoolyards improve academic achievement in sixth grade students, many of whom are negotiating the transition from elementary to middle school? This study examines the greenness-academic achievement relationship in 450 public schools in Washington State using two different measures of greenness (tree canopy cover and total green cover as assessed via NDVI), at two different scales (250m and 1000m radial buffers around a school), with two different measures of school achievement (the percentage of students meeting or exceeding state standards in reading and math). Six of eight spatial error models showed statistically significant, positive relationships between school greenness and achievement in sixth-graders — tree canopy within 250m of a school predicted better performance in both reading and math, as did total greenness within 250m, and tree canopy within 1000m — even after controlling for 17 potential confounders, including student characteristics, school resources, size, and location. Further analyses suggest that the greenness-achievement ties are primarily driven by the tree cover within 250m of a school. If a community wanted to experiment with greening schools for academic achievement, these findings provide clues as to what might be best to plant and where, suggesting that planting trees within 250m might maximize any effect on achievement
Academic achievement · Biology · Canopy · Geography · Greening · Mathematics education · Political science · Animal and Plant Science Education · Psychology · Urban Agriculture and Sustainability · Urban Green Space and Health · Ecology
Declining Urban Tree Canopy Around Public Schools
Green cover and socioemotional and academic outcomes of school-age children. The case of Santiago, Chile
Park access and mental health among parents and children during the Covid-19 pandemic
Green school outdoor environments, greater equity? Assessing environmental justice in green spaces around Dutch primary schools
Unraveling the longitudinal relationships between connectedness to nature, depressive symptoms, and learning burnout in adolescents
Greening Academic Success
Epistemic Objects and Tools on the School Grounds
The governance configurations of green schoolyards
Exploring the drivers, barriers, and enablers of school-based urban greening for climate change adaptation
Nature-based instruction for science learning – a good fit for all
Local food consumption and a sense of rural
The Child in the Garden
Early adolescents' perceptions of the classroom social environment, motivational beliefs, and engagement.
A protocol for data exploration to avoid common statistical problems
Green and Blue Spaces and Behavioral Development in Barcelona Schoolchildren
How might contact with nature promote human health? Promising mechanisms and a possible central pathway
Do Experiences With Nature Promote Learning? Converging Evidence of a Cause-and-Effect Relationship
Attention Restoration Theory
Attention Restoration Theory II
Multicollinearity in Regression Analyses Conducted in Epidemiologic Studies
Effects of Regular Classes in Outdoor Education Settings
Self-Discipline Outdoes IQ in Predicting Academic Performance of Adolescents
Views of Nature and Self-Discipline
English Language Learners in U.S. Schools
Benefits of Nature Contact for Children
Socioeconomic Status and Academic Achievement
The greenspace-academic performance link varies by remote sensing measure and urbanicity around Maryland public schools
A national research agenda supporting green schoolyard development and equitable access to nature
Impact of Particulate Matter Exposure and Surrounding “Greenness” on Chronic Absenteeism in Massachusetts Public Schools
Green schoolyards as havens from stress and resources for resilience in childhood and adolescence
Grounds for health
Students' Stress, Distress, and Achievement in an Urban Intermediate School
A comparison of boys and girls with attention problems
The restorative benefits of nature
School Segregation and Disparities in Urban, Suburban, and Rural Areas
Summer Setback
| Unique citing works | 11 |
|---|---|
| Citations per year | 2.75 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 9 |