From green to greener: Exploring associations between green schoolyard design and primary school children’s recess behaviors

Green schoolyards vary in design, which may affect children’s play. This study investigated the association between the design of green schoolyards and primary school students recess behaviors. The design of 18 schoolyards was assessed with the Green Schoolyard Evaluation Tool (GSET). Recess behaviors were assessed with behavioral observations, in young (∼4–6 years old; n = 1093) and older (∼6–12 years old; n = 1846) primary school children, and with teaching staff surveys (n = 76). Recess behaviors included play, play materials, social interaction, and physical activity. The results showed that higher GSET scores were associated with more building and manipulating, exploring and investigating, dramatic play, and play with natural material and less non-engagement in play. Higher GSET scores were also associated with more play on equipment and less rough and tumble in older children, and more positive student-student interaction according to teaching staff. These results suggest that the design of green schoolyards play a vital role in children’s recess behaviors. • 18 green schoolyards were visited to assess their design and children’s recess behaviors. • Building and manipulating play was more often observed in ‘greener’ schoolyards. • Exploration and investigation play was more often observed in ‘greener’ schoolyards. • Non-engagement in play behaviors were less often observed in ‘greener’ schoolyards. • Positive social interactions were more often observed in ‘greener’ schoolyards.