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An oasis for students : investigating the potential co-benefits of schoolyard redesign for climate adaptation

Schneider, Alice Aimée LU (2020) In Master Thesis Series in Environmental Studies and Sustainability Science MESM02 20201
LUCSUS (Lund University Centre for Sustainability Studies)
Abstract
Due to climate change and the urban heat island effect, urban areas face increasing heat stress, a change that has severe consequences on human health. While the need for climate adaptation is pressing, the impact of climate adaptation projects on other sectors also needs to be carefully examined. Much scholar work has focused on how to best align different sectoral goals; however, very little research has investigated the links between climate adaptation and the education sector. This thesis targets this knowledge gap by using the case of an on-going schoolyard transformation project in Geneva, Switzerland. Based on a co-benefit approach to climate policy, two dimensions are investigated: (1) the potential co-benefits that the project can... (More)
Due to climate change and the urban heat island effect, urban areas face increasing heat stress, a change that has severe consequences on human health. While the need for climate adaptation is pressing, the impact of climate adaptation projects on other sectors also needs to be carefully examined. Much scholar work has focused on how to best align different sectoral goals; however, very little research has investigated the links between climate adaptation and the education sector. This thesis targets this knowledge gap by using the case of an on-going schoolyard transformation project in Geneva, Switzerland. Based on a co-benefit approach to climate policy, two dimensions are investigated: (1) the potential co-benefits that the project can cater to students attending the targeted school, and (2) the factors facilitating or hindering students' participation in the project. For the first question, I carried out a systematic literature review on the impact of heat-reducing features (green, blue and other measures) implemented in the school context. For the second question, I conducted interviews with project leaders and analysed them with regards to seven dimensions of youth participation: purpose, positioning, perspective, power relations, protection, place and process. The review uncovered six domains of potential co-benefits: attitudes towards the schoolyard, physical health, social health, psychological health, cognitive development and academic performance, and environmental orientation. Within these domains, co-benefits are manifold and potentially reinforcing. The literature review did not reveal any potential co-harms. Interview analysis showed that students’ involvement in the project was facilitated by the purpose and topic of the project, the position of students as users, the attitude of the school staff and the active engagement of participation experts. Meanwhile, challenges arose in relation to the experts’ position, the diversity of the student body and the constrains of the school setting. This thesis provides supporting arguments for future schoolyard transformation projects in order to address urban heat stress while providing a school environment supportive of students' wellbeing. Further research is needed to evaluate the extent to which these co-benefits arise upon completion of the project and the way students’ involvement affect these. This thesis also reflects on the limits of co-benefits approaches and the need for investigating the potential negative impacts and trade-offs embedded in climate adaptation projects. (Less)
Abstract (French)
En raison du changement climatique et de l'effet d'îlot de chaleur urbain, les zones urbaines sont confrontées à une augmentation croissante des fortes chaleurs, un changement qui a de graves conséquences sur la santé humaine. Tandis que le besoin d'adaptation climatique est pressant, l'impact des projets d'adaptation climatique sur d'autres secteurs doit également être examiné avec attention. De nombreuses études se concentrent sur la meilleure façon d'harmoniser les différents objectifs sectoriels ; cependant, très peu de recherches ont étudié les liens entre l'adaptation climatique et le secteur de l'éducation. Cette thèse vise à combler cette lacune en s'appuyant sur le cas d'un projet de transformation d’une cour d'école à Genève, en... (More)
En raison du changement climatique et de l'effet d'îlot de chaleur urbain, les zones urbaines sont confrontées à une augmentation croissante des fortes chaleurs, un changement qui a de graves conséquences sur la santé humaine. Tandis que le besoin d'adaptation climatique est pressant, l'impact des projets d'adaptation climatique sur d'autres secteurs doit également être examiné avec attention. De nombreuses études se concentrent sur la meilleure façon d'harmoniser les différents objectifs sectoriels ; cependant, très peu de recherches ont étudié les liens entre l'adaptation climatique et le secteur de l'éducation. Cette thèse vise à combler cette lacune en s'appuyant sur le cas d'un projet de transformation d’une cour d'école à Genève, en Suisse. Adoptant une approche de la politique climatique fondée sur les co-bénéfices, deux dimensions sont étudiées : (1) les co-bénéfices potentiels que le projet peut offrir aux élèves de l'école concernée, et (2) les facteurs qui facilitent ou limitent la participation des élèves au projet. Pour la première question, une revue systématique de littérature est réalisée concernant l'impact des mesures de réduction de la chaleur (végétation, eau et autres mesures) mises en œuvre dans le contexte scolaire. Pour la deuxième question, des entretiens avec des responsables du projet sont analysés en fonction de sept dimensions de la participation des jeunes : objectif, positionnement, perspective, relations de pouvoir, protection, lieu et processus. La revue de littérature met en évidence six domaines de co-bénéfices potentiels : les attitudes envers la cour d'école, la santé physique, la santé sociale, la santé psychologique, le développement cognitif et les performances scolaires, et l'orientation environnementale. Dans ces domaines, les co-bénéfices sont multiples et se renforcent mutuellement. La littérature ne suggère aucun co-dommage potentiel. L'analyse des entretiens montre que l'implication des élèves dans le projet est facilitée par l'objectif et le thème du projet, la position des élèves en tant qu'utilisateurs, l'attitude du personnel de l'école et l'engagement actif d’experts de la participation. Toutefois, des difficultés existent concernant la position des experts, la diversité du corps étudiant et les contraintes du cadre scolaire. Cette thèse fournit des arguments en faveur de futurs projets de transformation des cours d'école afin de lutter contre la chaleur urbaine tout en offrant un environnement scolaire favorable au bien-être des élèves. D’avantage de recherches sont nécessaires pour évaluer dans quelle mesure ces co-bénéfices se manifestent suite à la réalisation du projet et quelles interactions existent entre participation des élèves et co-bénéfices. Cette thèse propose également une réflexion sur les limites des approches centrées sur les co-bénéfices et sur la nécessité d'étudier les impacts négatifs et les compromis potentiels liés aux projets d'adaptation climatique. (Less)
Please use this url to cite or link to this publication:
author
Schneider, Alice Aimée LU
supervisor
organization
course
MESM02 20201
year
type
H2 - Master's Degree (Two Years)
subject
keywords
sustainability science, urban heat island, schoolyard greening, education, youth participation, children, health
publication/series
Master Thesis Series in Environmental Studies and Sustainability Science
report number
2020:013
language
English
id
9011575
date added to LUP
2020-06-08 13:29:52
date last changed
2020-06-08 13:29:52
@misc{9011575,
  abstract     = {{Due to climate change and the urban heat island effect, urban areas face increasing heat stress, a change that has severe consequences on human health. While the need for climate adaptation is pressing, the impact of climate adaptation projects on other sectors also needs to be carefully examined. Much scholar work has focused on how to best align different sectoral goals; however, very little research has investigated the links between climate adaptation and the education sector. This thesis targets this knowledge gap by using the case of an on-going schoolyard transformation project in Geneva, Switzerland. Based on a co-benefit approach to climate policy, two dimensions are investigated: (1) the potential co-benefits that the project can cater to students attending the targeted school, and (2) the factors facilitating or hindering students' participation in the project. For the first question, I carried out a systematic literature review on the impact of heat-reducing features (green, blue and other measures) implemented in the school context. For the second question, I conducted interviews with project leaders and analysed them with regards to seven dimensions of youth participation: purpose, positioning, perspective, power relations, protection, place and process. The review uncovered six domains of potential co-benefits: attitudes towards the schoolyard, physical health, social health, psychological health, cognitive development and academic performance, and environmental orientation. Within these domains, co-benefits are manifold and potentially reinforcing. The literature review did not reveal any potential co-harms. Interview analysis showed that students’ involvement in the project was facilitated by the purpose and topic of the project, the position of students as users, the attitude of the school staff and the active engagement of participation experts. Meanwhile, challenges arose in relation to the experts’ position, the diversity of the student body and the constrains of the school setting. This thesis provides supporting arguments for future schoolyard transformation projects in order to address urban heat stress while providing a school environment supportive of students' wellbeing. Further research is needed to evaluate the extent to which these co-benefits arise upon completion of the project and the way students’ involvement affect these. This thesis also reflects on the limits of co-benefits approaches and the need for investigating the potential negative impacts and trade-offs embedded in climate adaptation projects.}},
  author       = {{Schneider, Alice Aimée}},
  language     = {{eng}},
  note         = {{Student Paper}},
  series       = {{Master Thesis Series in Environmental Studies and Sustainability Science}},
  title        = {{An oasis for students : investigating the potential co-benefits of schoolyard redesign for climate adaptation}},
  year         = {{2020}},
}