Vegetation on school grounds has several values and functions that contribute to aspects as children’s well-being, pedagogy and microclimate among others. Research on school ground vegetation is conducted within many different research fields and deals with a variety of research themes. A systematic review was conducted to explore scientific literature on the topic of school ground vegetation broadly, enabling an overview of this diverse field and the discovery of trends or gaps within this research. The objective was also to investigate to what extent actual vegetation is in focus in this literature. The results highlight a low level of specificity when describing vegetation, concerning both spatial aspects and content, with general terms such as “nature” or vegetation types (trees/shrubs/grass, etc.) being common, leading to difficulties in interpretation and synthesis. A multitude of themes are present, describing different research foci. Several themes show limited interaction with other themes, such as the theme “microclimate”, which may be of notable relevance for future research because of global warming. More coherence in how to describe vegetation on school grounds is needed to compare results. Also, more connections between research themes could address research gaps and be beneficial for future research endeavours.

中文翻译：

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调查学校地面植被研究：系统制图综述


校园内的植被具有多种价值和功能，有助于儿童的福祉、教学法和小气候等方面。学校地面植被的研究在许多不同的研究领域内进行，涉及各种研究主题。进行了一项系统评价，以广泛探索有关学校地面植被主题的科学文献，从而能够概述这一不同领域并发现该研究中的趋势或差距。目的还在于调查实际植被在该文献中的关注程度。结果突出了在描述植被时，在空间方面和内容方面的特异性水平较低，“自然”或植被类型（树木/灌木/草等）等一般术语很常见，导致难以解释和综合。存在许多主题，描述了不同的研究重点。几个主题与其他主题的互动有限，例如主题 “小气候”，由于全球变暖，这可能对未来的研究具有显着的相关性。为了比较结果，需要更加连贯地描述校园内的植被。此外，研究主题之间的更多联系可以解决研究差距，并有利于未来的研究工作。