6 Research Conclusion

Table 5: Conclusion of Het Universum school

Health Social Built Natural

School • The teacher did not realize a change in the children’s academic achievement • A significant change in children’s mental health wellbeing • The student become calmer, less stressed and more willing to play outside. The children become less aggressive • Social skills have been improved by finding new ways to play and cooperate. • Encourage teamwork • Increased interaction between children, teachers • Enhance nonverbal communication skills, attitudes toward order • Lower verbal and physical conflict rates post-greening. •Provides a new place to play for the student for free play and diverse movement play. • Provides zones for different uses and activities • Provides a green chill and rest zone. • Reduce the barrier by making green fence • The school added an observation area. • The schoolyard characterised as peace and calmed • Raised the children’s awareness toward the small living critters • Respect nature • Increasing awareness about greening and climate change. • The children experience the rewards of fresh produce • More positive outlooks on nature, gardening • Lower the pressure on chutes and the sewer system of the school. • Enhance biodiversity in the school

Neigh • Decrease the pressure on sewer system in the severe raining days • Enhance the biodiversity of the neighbourhood. • Reduce the heat stress , • Reduce the air pollutions and noise from the street.

5.4 CONCLUSION OF THE EMPIRICAL INVESTIGATION

Opening or closing the greened schoolyard from the public does not affect the school resilience. As discussed above in all three case studies, the greened schoolyard could cope and tackle the school challenges and improve the school and the student resilience. On the other hand, the neighbourhood resilience has been affected by opening the greened schoolyard to public use. In the first two cases in Morrill school and Hildegardisschool, the greened schoolyard has been able to contribute to the neighbourhood and even the city resilience in a multisystem approach. While in Amsterdam, the green schoolyard was not open to the public after schoolhour or contributed to the neighbourhood’s green infrastructure. Therefore, Het Universum green schoolyard does not affect the community or the neighbourhood resilience in social, built or health as long as it is isolated from the neighbourhood by fences and not open for public use.