Abstract:
Despite the well-researched benefits of nature exposure for physical and emotional wellbeing,
children today spend less time outdoors than in years past. As a result, the green
schoolyard movement, which aims to transform school campuses from grass and asphalt
to diverse havens of nature, has emerged to address this issue. A wealth of information is
available to educators on how and why to begin green schoolyard projects, but little
empirical research exists on sustaining these projects for many years after their
installation. This study used interviews and survey data to examine schools involved with
the National Wildlife Federation’s Schoolyard Habitats program to identify challenges
associated with green schoolyards and strategies used to avoid or overcome these
challenges. The mean habitat certification date of the schools selected for interviews was
late 2002. Three hundred six (306) of these schools still maintained their habitats and used them for educational purposes, while 136 schools had removed their habitats or no
longer used them. Challenges to habitat sustainability cited by interviewees were
separated into three categories: challenges arising from 1) habitat design and location,
including safety and usability issues, wildlife conflicts, damage, and weather and
seasonality; 2) the school environment, including constrictive curriculum, lack of teacher
involvement, lack of time, unsupportive administration, and lack of funding; and 3) lack
of community involvement, including lack of understanding, maintenance, and
difficulties with the habitat workforce. One of the most readily apparent causes of habitat
abandonment was turnover of habitat leaders, which was mentioned by numerous
interviewees. Additionally, schools that experienced low turnover of habitat leaders were
28% more likely to still use their habitats than schools with complete turnover of habitat
leaders. Elevating habitats to school priorities by involving more teachers and community
members, gaining upfront administrative support, and incorporating the habitat projects
into school culture was seen as important to avoid the challenges posed by turnover.
Suppliers of green schoolyard grants should also consider needs-based applications in
their decisions, because schools in areas with high and low rates of poverty experienced
different levels of funding-based challenges. Since green schoolyards have the potential
to provide wildlife habitat in urbanized landscapes and to boost mindfulness of the
environment in young people, increasing the long-term success rates of green schoolyard
projects could have major implications for conservation.
