Abstract Background: Urban schoolyard greening is gaining attention as a promising approach to improve environmental quality, public health, and community well-being in cities. While transforming schoolyards into green, multifunctional spaces is increasingly implemented, the implications for surrounding residential property values and urban equity remain insufficiently synthesized. Objectives: This systematic review investigates the effects of greening schoolyards on adjacent residential property values. The review examines (1) the magnitude and spatial reach of property value changes, (2) the influence of neighborhood characteristics and governance, and (3) implications for equity, gentrification, and displacement. Methods: A systematic review methodology, guided by PRISMA standards, was employed to synthesize peer-reviewed studies published between 2000 and 2024. The analysis integrates quantitative approaches, such as hedonic pricing models and spatial econometric analyses, with qualitative and mixed-methods studies. The review primarily covers North American and Western European urban contexts. Results: Findings consistently demonstrate that greening schoolyards is associated with increased residential property values, particularly within 200–400 meters of interventions. Reported property value increases typically range from 4% to 7%, with higher premiums near greened sites. However, these benefits are unevenly distributed; lower-income neighborhoods may experience smaller gains or greater risks of gentrification. Community participation and inclusive governance are key factors in achieving equitable outcomes. Conclusions/Implications: Greening schoolyards can enhance urban livability and property values but may also contribute to social inequities if not accompanied by housing affordability protections and robust community engagement. Urban planning strategies should integrate equity-focused safeguards to ensure that environmental investments benefit all residents.
Mahshid Gorjian (Tue,) studied this question.