Students’ experiences of a public park used as an extended schoolyard for activity and wellbeing
Abstract
Background: Green public parks support mental and physical health. Sofienberg School is a lower secondary school located in a socioeconomically disadvantaged area of East Oslo. With only 3.1 m² of schoolyard space per student, well below recommended levels, the school collaborated with the local community to regenerate an adjacent public park as an extended schoolyard, accessible via a new pathway. This study explores students’ experiences of the park, including patterns of use, accessibility, opportunities for physical activity, social interaction and wellbeing, perceived strengths and weaknesses, and its role as a shared space. The study is part of the EU funded Joint Action JAPreventNCD.
Methods: Walking interviews with eight groups of 2–4 students were conducted separately with girls and boys by two researchers in June and September 2025, following the park renovation. Each interview lasted 20–25 minutes and took place while walking through the park. Interviews were audio recorded, transcribed, and analyzed using thematic analysis.
Results: Students perceived the park as attractive, safe, and pleasant with improved accessibility, but mainly suited for socializing rather than physical activity, despite features such as a ball court, hammocks, and seating areas. Limited access to equipment, short recess times, distance from the schoolyard, and weather conditions restricted use. To increase use, students suggested more flexible breaks and mealtimes, clearer encouragement from the school, outdoor teaching, and organized activities. Improved access to equipment, more varied activities, better seating, weather adapted solutions, and stronger student involvement were also highlighted. Students emphasized the park’s importance for wellbeing and as a shared community space.
Conclusions: Access to green public spaces can support students’ wellbeing and physical activity, but efforts are needed to boost park use (e.g., organized activities, more installations).
Key messages: • Students viewed a regenerated urban park used as an extended schoolyard as pleasant and supporting wellbeing.
• Short school recess, limited access to equipment, and winter conditions limit urban park use use by school students.
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BibTeX
@article{budinljosne2026students,
title = {{Students’ experiences of a public park used as an extended schoolyard for activity and wellbeing}},
author = {I Budin-Ljøsne and NK Krog and N Iszatt},
journal = {The European Journal of Public Health},
year = {2026},
month = oct,
doi = {10.1093/eurpub/ckag169.1250},
url = {https://doi.org/10.1093/eurpub/ckag169.1250},
note = {CC BY-NC 4.0},
}
RIS
TY - JOUR
TI - Students’ experiences of a public park used as an extended schoolyard for activity and wellbeing
AU - I Budin-Ljøsne
AU - NK Krog
AU - N Iszatt
PY - 2026
DA - 2026/10/01
JO - The European Journal of Public Health
DO - 10.1093/eurpub/ckag169.1250
UR - https://doi.org/10.1093/eurpub/ckag169.1250
AB - Background: Green public parks support mental and physical health. Sofienberg School is a lower secondary school located in a socioeconomically disadvantaged area of East Oslo. With only 3.1 m² of schoolyard space per student, well below recommended levels, the school collaborated with the local community to regenerate an adjacent public park as an extended schoolyard, accessible via a new pathway. This study explores students’ experiences of the park, including patterns of use, accessibility, opportunities for physical activity, social interaction and wellbeing, perceived strengths and weaknesses, and its role as a shared space. The study is part of the EU funded Joint Action JAPreventNCD. Methods: Walking interviews with eight groups of 2–4 students were conducted separately with girls and boys by two researchers in June and September 2025, following the park renovation. Each interview lasted 20–25 minutes and took place while walking through the park. Interviews were audio recorded, transcribed, and analyzed using thematic analysis. Results: Students perceived the park as attractive, safe, and pleasant with improved accessibility, but mainly suited for socializing rather than physical activity, despite features such as a ball court, hammocks, and seating areas. Limited access to equipment, short recess times, distance from the schoolyard, and weather conditions restricted use. To increase use, students suggested more flexible breaks and mealtimes, clearer encouragement from the school, outdoor teaching, and organized activities. Improved access to equipment, more varied activities, better seating, weather adapted solutions, and stronger student involvement were also highlighted. Students emphasized the park’s importance for wellbeing and as a shared community space. Conclusions: Access to green public spaces can support students’ wellbeing and physical activity, but efforts are needed to boost park use (e.g., organized activities, more installations). Key messages: • Students viewed a regenerated urban park used as an extended schoolyard as pleasant and supporting wellbeing. • Short school recess, limited access to equipment, and winter conditions limit urban park use use by school students.
SN - 1101-1262
SN - 1464-360X
ER -