Urban blue space renovation and local resident and visitor well-being: A case study from Plymouth, UK

This is the final version. Available on open access from Elsevier via the DOI in this recordObservational studies have suggested that people with better access to attractive, safe, and inclusive blue spaces enjoy higher psychological well-being, with particular benefits for those living in deprived urban areas. However, intervention studies are scarce. To help bridge this gap we conducted a repeat cross-sectional study exploring local resident and visitor well-being before and after a small-scale intervention aimed at improving the quality of an urban beach area in a deprived neighbourhood in Plymouth, United Kingdom. Physical alterations were co-created with local stakeholders and residents, and accompanied by a series of on-site community events. Key outcomes were self-reported psychological well-being, satisfaction with personal safety and community belonging, and perceptions of site quality. Adjusted linear models showed that positive well-being (B = 7.42; 95% CI = 4.18–10.67) and life satisfaction (B = 0.40; 95% CI = 0.11–0.70) were both higher after the intervention compared to before, with associations for life satisfaction stronger among those who visited the site in the last four weeks. Associations with positive well-being were partially mediated by greater satisfaction with community belonging; and associations with life satisfaction were partially and independently mediated by greater satisfaction with personal safety and community belonging. Although caution needs to be taken due to the repeat cross-sectional design and the sampling of site visitors as well as local residents, the findings support the idea that environmental improvements to urban blue spaces can foster better psychological well-being, and underline the importance of community involvement in the process.European Union Horizon 2020Amsterdam Public Health Research Institut

Development and testing of the green schoolyard evaluation tool (GSET)

Gradually, schools are greening their schoolyard because it is believed that green schoolyards can support child development, biodiversity, and climate resilience. However, the extent to which current green schoolyards support aforementioned benefits differs considerably. This study aimed to create a green schoolyard evaluation tool (GSET) that supports the design and evaluation of green schoolyards. A first draft of the GSET was developed based on existing assessment tools and literature. GSET was further developed through a two-round Delphi study. Dutch academic, practice, and policy experts were invited to participate in online surveys. In Round 1, 40 experts participated (response rate 37 %). The panel considered 82 % of the proposed GSET items relevant, but there was little consensus about the clarity, comprehensibility, and applicability. Based on panelists’ comments, changes were made to the formulation of the items and measurement scales of the GSET. In Round 2, 32 experts participated (response rate 63 %). The panel was satisfied with 79 % of the proposed items. Items for which there was no consensus were modified or removed based on panelists’ comments. The 20-item GSET was then pilot-tested at 19 schoolyards to evaluate its interrater reliability and usability. Findings showed good to excellent interrater reliability (ICC = 0.82, 95 % CI = 0.80 – 0.97). The GSET can support schools, designers, and others in designing green schoolyards that promote child development, biodiversity, and climate resilience. The GSET can also be used by researchers to assess the design of green schoolyards, which may improve the generalizability of future studies.</p