Redesigning the Schoolyard Experience
For many children, the schoolyard is the primary public space where well-being, belonging, and development are negotiated every day. With the increase in social media access and the decline of play-based childhoods, it holds powerful—but too often unrealized—potential to support unstructured play, movement, social connection, access to nature, outdoor learning, and opportunities for sport.
Yet, historically, schoolyards have long received little priority compared to the rest of the school day. As a result, many schoolyards remain barren and uninviting, and school leaders are often left without clear guidance on how to reimagine and support these spaces or align them with broader educational, health, and equity goals... further exacerbating schoolyard inequity and undermining students overall well-being.
We are here to change that.
Founded and Directed by Dr. Lauren McNamara, Schoolyards for Thought advances knowledge, research, design, and policy to reimagine schoolyards as inclusive, meaningful environments that strengthen children’s daily experiences and the broader school climate. We work with schools, boards, school councils, governments, philanthropic, and community organizations. We offer keynotes and professional learning, consulting, research collaboration, and policy development to transform schoolyard and recess environments in sustainable, evidence-informed ways.
Explore our work to learn more about the science behind the art and science of this critical childhood space—and how we can realize its full potential.
What We Do
Keynotes, Consulting, and Professional Workshops
Keynotes, Consulting, and Professional Workshops
Keynotes, Consulting, and Professional Workshops
We translate research into learning opportunities, practical tools, and guidance for educators, leaders, designers, and decision-makers to address outdated policies, combat schoolyard inequity, and promote sustainable schoolyards.
Universal Design for Schoolyards
Keynotes, Consulting, and Professional Workshops
Keynotes, Consulting, and Professional Workshops
We advocate for inclusive, flexible, and developmentally responsive schoolyard design grounded in Universal Design principles, addressing outdated policies that contribute to schoolyard inequity and promoting sustainable schoolyards for all children.
Research & Evidence
Keynotes, Consulting, and Professional Workshops
Policy & Systems Change
We generate and synthesize research on schoolyard quality, addressing outdated policies, schoolyard inequity, recess, inclusion, and well-being—bridging developmental science, learning sciences, and ecological systems theory to promote sustainable schoolyards.
Policy & Systems Change
Keynotes, Consulting, and Professional Workshops
Policy & Systems Change
We collaborate with governments, districts, and national and international organizations to address outdated policies and promote schoolyard equity by embedding sustainable schoolyards and recess into policy, standards, and funding models.
Our Focus Areas
Schoolyard Inequity
Schoolyard Inequity
Schoolyard Inequity
As school boards consistently prioritize student health and well-being, outdated policies have left schoolyards on the periphery, typically funded by school councils rather than through system-wide investment. This situation contributes to schoolyard inequity, especially for children in neighborhoods with fewer resources, who face the greatest disparities in the quality and accessibility of their schoolyards. Such gaps undermine children’s development, social connections, and opportunities for outdoor learning, sport, and play.
Well-Being
Schoolyard Inequity
Schoolyard Inequity
As childhood obesity, anxiety, and depression continue to rise, access to safe, engaging outdoor spaces is more important than ever. Children spend a considerable amount of their developmental years in school, and research shows that well-designed, sustainable schoolyards promote physical activity, reduce stress, and enhance mood and focus. Yet in many communities—especially those facing schoolyard inequity and limited resources—outdated policies contribute to schoolyards that remain barren, paved, poorly supervised, and uninspiring.
Policy Development
Schoolyard Inequity
Policy Development
Most schoolyards are designed according to outdated policies that prioritize safety and cost over engagement, health, and equity. To address schoolyard inequity, comprehensive policy reform is essential at the district, provincial, and national levels. This reform should ensure equitable funding for sustainable schoolyards, mandate inclusive design, incorporate outdoor learning into curricula, provide professional development, enhance recess supports, and establish clear accountability measures.
Sustainability
Sustainability
Policy Development
School boards, as some of the largest landowners, have schoolyards that can collectively impact their communities. Outdated policies and routines often contribute to schoolyard inequity, preventing many children from accessing the potential benefits. When designed sustainably, they can provide children with direct mental health benefits as well as also help cool urban heat islands, manage stormwater, boost biodiversity, and improve air quality—offering lasting advantages to the broader community. Collectively, improvements can have a remarkable impact.
Training
Sustainability
Training
University education requirements and professional development opportunities should prioritize evidence-based best practices for schoolyard design, especially in light of outdated policies that contribute to schoolyard inequity. Key topics include universal design, inclusive recess and play, equitable access to sports, balancing safety and liability with children’s need for challenge and exploration, the connection between recess and student engagement and achievement, as well as the benefits of greening and sustainability in creating sustainable schoolyards. Effective strategies for supporting students across all grade levels should also be emphasized.
Design
Sustainability
Training
Applying universal design principles can transform outdated policies that contribute to schoolyard inequity into vibrant, sustainable schoolyards that are welcoming and inclusive for all children. Universal design aims to create environments that are usable by everyone, to the greatest extent possible, without the need for adaptation or specialized modifications. By incorporating a wide variety of features, universal design removes environmental barriers, supports diverse forms of participation, and fosters a strong sense of belonging.