A participatory design method for schoolyards to boost inclusivity, improve learning outcomes and enhance climate education.

• In Event: Poster Session 2
  In Poster Session: A participatory design method for schoolyards to boost inclusivity, improve learning outcomes and enhance climate education

Proposal

This poster presentation combines literature review and global case studies of an educational participatory method for schoolyard interventions, providing students with meaningful learning experiences and resulting in inclusive, just, educational, climate-adaptive school areas.
According to SDG 11 children and youth should have equal access to free, safe, inclusive green spaces. Children's Right 31 to play and activity, underscores the importance of play for their development, mental & physical health, and overall well-being. In large cities – where open space is scarce – the area of all schoolyards combined can match a major city park …..
Well-designed environments can stimulate physical activity, foster inclusion, reduce gender segregation, and enhance informal learning or learning through play. Additionally, green accessible spaces influence psychosocial well-being, community resilience, and increase environmental awareness.
However, schoolyard spaces often lack nature and the variety in functions, needed for play, activity, sense of belonging, inclusion and positive social interaction.
Despite all good initiatives of improving or greening schoolyards, opportunities to integrate schoolyard renovation with participative education, empowering children as future climate ambassadors and just citizens, are missed out.
This poster explains an educational participatory design process, which increases students’ climate knowledge, design thinking skills, and awareness of equity and inclusion. The spatial interventions resulting from this very process, create more durable, inclusive, and climate-adaptive schoolyards that benefit both current and future students.
The poster reflects on research and highlights global examples from both the process & the results of redesigned preschools, primary, and secondary schools. These case studies span diverse cultural and socio-economic contexts, showing both differences and similarities.
The participatory design process includes several steps: Climate Education: Students learn about local climate issues affecting their schoolyards (e.g., biodiversity loss, flooding, heat stress) and behavioral factors (e.g., play, gender issues, accessibility, activity, safety, belonging). Design Workshops: A wide range of pedagogical tools ensures active engagement of all students in co-designing, their input guides professional design development. In feedback sessions students help refine the design. Co-Construction: Students’ participation in building, planting, or decorating, form unforgettable learning experiences and create a sense of belonging, shaping stewardship. Co-Maintenance & Curriculum Integration: Maintaining the space and embedding outdoor learning in the curriculum ensures sustainability of both the space and the learning.
This approach is flexible and can be adapted to different cultural contexts, with varying focus areas: climate education, play-based learning, social safety, gender inclusion, or promoting a healthy lifestyle.
The poster illustrates these steps through visuals, student contributions, photos, and design outcomes. Attendees will engage in discussions how this method can be adapted to fit their local situation, whether focusing on climate resilience, cultural adaptation, peace on the playground, inclusion, psycho-social wellbeing, safety, or physical activity.
By combining participatory education with spatial transformation, this method shifts attendees’ view about outdoor spaces: not just as playgrounds, but as powerful tools for learning, equity, healing, or climate action. Attendees will leave the poster presentation with a broader perspective on how school environments can shape behavior and contribute to a more inclusive, resilient and sustainable future.

Author

• Renet Korthals Altes, Space for Play