A growing body of research shows that their design, supervision, and social organization directly influence children’s physical activity, mental health, peer relationships, inclusion, and sense of belonging. We bring together research from educational psychology, learning sciences, public health, and environmental design to build a strong evidence base for schoolyard innovation and transformation.
Research consistently demonstrates that high-quality schoolyards and recess environments:
- Support social connection, friendship formation, and belonging
- Reduce conflict, bullying, and exclusion
- Increase physical activity across genders, abilities, and ages
- Contribute to emotional regulation, attention, and readiness to learn
- Promote equity, particularly for students in under-resourced communities
Conversely, poorly designed or unsupported schoolyards are associated with increased conflict, loneliness, sedentary behaviour, and inequitable access to play and movement.