Exploring the drivers, barriers, and enablers of school-based urban greening for climate change adaptation

The justice dimensions of heat inequity have emerged over the past two decades. Researchers have found disproportionate impacts of extreme heat on city dwellers who experience marginality and disadvantage (e.g. low-income earners, migrants, people of colour, older people). Younger children face heightened risk of heat related morbidity and mortality, yet there is currently limited knowledge about how school-based urban greening could mitigate heat impacts. This practice review reports findings from case study research investigating the potential for school-based urban greening as a climate change response in Tasmania, Australia. Despite Tasmania’s cool, temperate climate, more heatwaves are predicted in coming decades. Using policy analysis, interviews with planners and decision-makers, and a focus group with schoolteachers, we explore the drivers, barriers, and enablers to school-based urban greening. Results highlight a low level of policy support but good knowledge and strong motivation among local government and school staff who participated in our research. Four potential actions could advance schoolyard greening: (1) supportive policy frameworks; (2) effective partnerships and engagement; (3) resilience thinking; and (4) strategic planning. We extend understanding of school-based urban greening as a planning process aiding climate change adaptation by improving local environmental and social outcomes for students, school staff, and the wider community.