Eleven primary schools in Barcelona were adapted to cope with the effects of climate change under the framework of a European program. Green (vegetation), blue (fountains), and gray (shade structures) interventions were implemented in the schoolyards in 2020. The objective of this study was to assess the impact of these schoolyard transformations on students’ health and its social determinants. A mixed-methods evaluation was conducted: (1) a quantitative pre-post quasi-experimental study using self-reported questionnaires administered to all sixth-grade students from 21 schools (11 from an intervention group and 10 from a comparison group); and (2) a qualitative evaluation through photovoice-based sessions with 11- to 12-year-old students and interviews with teachers from the intervention group. We measured changes in perceptions of the schoolyard environment, play and social behavior, and students’ health and well-being. Data were analyzed using a difference-in-differences approach for quantitative data and a thematic content analysis for qualitative data. After the intervention, both students’ and teachers’ perceptions of the schoolyard environment improved. They reported a decrease in heat sensation and an enhancement in schoolyard attractiveness and naturalization. Additionally, qualitative results suggest that the interventions promoted play opportunities and social inclusion, while reducing conflict behavior. Post-intervention, students also reported increased feelings of relaxation, safety, and physical comfort in the schoolyard. Our findings suggest the effects of the interventions may differ by gender. We identified potential areas for improvement in terms of cooling capacity, safety, water saving, and students’ autonomy. This study supports the need to extend climate adaptations to other schools.

中文翻译：

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评估绿色、蓝色和灰色气候适应措施对巴塞罗那校园儿童福祉的影响


巴塞罗那的 11 所小学在欧洲计划的框架下进行了改造，以应对气候变化的影响。2020 年在校园实施了绿色（植被）、蓝色（喷泉）和灰色（遮阳结构）干预措施。本研究的目的是评估这些校园转变对学生健康及其社会决定因素的影响。进行了混合方法评估： （1） 对来自 21 所学校的所有六年级学生（11 名来自干预组，10 名来自对照组）进行自我报告的问卷进行定量前后准实验研究;（2） 通过与 11 至 12 岁学生进行基于 PhotoVoice 的会议和与干预组教师的访谈进行定性评估。我们测量了对校园环境、游戏和社会行为以及学生健康和福祉的看法的变化。对定量数据使用双重差分方法分析数据，对定性数据使用主题内容分析。干预后，学生和教师对校园环境的看法都有所改善。他们报告说热感降低，校园吸引力和归化程度增强。此外，定性结果表明，干预措施促进了游戏机会和社会包容，同时减少了冲突行为。干预后，学生们还报告说，在校园里放松、安全和身体舒适的感觉有所增加。我们的研究结果表明，干预措施的效果可能因性别而异。我们确定了在制冷能力、安全性、节水和学生自主性方面需要改进的潜在领域。 这项研究支持将气候适应扩展到其他学校的必要性。