Researchers have conducted a comprehensive review of studies on school ground vegetation, uncovering both promising trends and concerning gaps. Sanna Ignell and colleagues from the Swedish University of Agricultural Sciences found that while research in this field is growing rapidly, it often lacks crucial details and global perspective.
The study’s most striking finding is the recent surge in research interest. Since 2003, publications on school ground vegetation have grown at an impressive 13.5% annually, outpacing the overall growth of scientific literature. This reflects a growing recognition of the importance of green spaces in educational settings.
However, the researchers discovered that most studies come from a narrow geographical range. Nearly 80% of the research originates from Europe, North America, Australia, and New Zealand. This leaves huge blind spots in our understanding of school greenery in other parts of the world, particularly in rapidly urbanising regions of the Global South.
Another key issue is the lack of detail in many studies. Researchers often use vague terms like “nature” or broad categories like “trees” without specifying species or spatial qualities. This makes it difficult to compare results across studies or draw concrete conclusions about the effects of different types of vegetation.
The review also highlights the diverse range of research themes in this field. Studies cover topics from eco-literacy and microclimate effects to physical activity and mental health. However, many of these areas don’t overlap in current research, leaving potential connections unexplored.
This study builds on previous work examining the benefits of school gardens. For instance, earlier research has shown that green school grounds can improve academic performance, increase physical activity, and enhance students’ connection to nature.
Ignell, S., Wiström, B., Levinsson, A., & Jansson, M. (2024). Investigating school ground vegetation research: A systematic mapping review. Urban Forestry & Urban Greening, 128494. https://doi.org/10.1016/j.ufug.2024.128494. (OA)
