Schwarz on Promoting School Greening as Global Temperatures Rise – UCLA Luskin

Report on Tree Canopy Deficiencies in California Schools and Alignment with Sustainable Development Goals

Executive Summary

A comprehensive study reveals a critical deficiency in tree canopy across California’s K-12 school campuses, exposing students to the hazards of extreme heat. Research conducted from 2018 to 2022 indicates that a vast majority of schools have minimal shade, a condition that directly contravenes the objectives of several United Nations Sustainable Development Goals (SDGs). The findings underscore an urgent need for policy intervention to foster climate-resilient and healthier educational environments.

Key Research Findings

The study, led by Associate Professor Kristen Schwarz of UCLA, analyzed over 7,200 urban public schoolyards and identified a significant lack of natural shade, which is essential for mitigating heat exposure.

• Canopy Loss: 85% of the schools surveyed experienced a loss of tree canopy during the study period.
• Insufficient Coverage: The median tree canopy coverage on school grounds was found to be only 6.4%.
• Vulnerable Population: Children are physiologically more susceptible to heat-related stress, making the lack of shade a pressing health and safety concern, particularly as global temperatures rise.

Implications for Sustainable Development Goals (SDGs)

The inadequacy of tree cover on school campuses has direct and negative implications for the achievement of several key SDGs.

1. SDG 3: Good Health and Well-being: The exposure of students to extreme heat during school hours poses a significant public health risk. Increasing tree canopy is a direct measure to protect children’s health and well-being by reducing the danger of heat-related illnesses.
2. SDG 4: Quality Education: A safe and comfortable physical environment is fundamental to quality education. Excessive heat can impair students’ concentration and limit their ability to participate in outdoor recreational and educational activities, thereby compromising the overall learning experience.
3. SDG 11: Sustainable Cities and Communities: Schoolyards function as essential public spaces for children. The lack of green infrastructure in these areas represents a failure to create inclusive, safe, and resilient urban environments for a vulnerable segment of the population.
4. SDG 13: Climate Action: Planting trees on school grounds is a vital climate adaptation strategy. It helps mitigate the urban heat island effect, cools local microclimates, and builds resilience against the increasing frequency of extreme heatwaves, directly contributing to climate action targets.

Recommendations and Future Directions

To address these findings and align with SDG commitments, a concerted effort is required from policymakers and educational districts. Ongoing research into school microclimates aims to provide the data necessary to guide these actions.

• Policy Development: Inform and promote the creation of policies that mandate and fund school greening initiatives.
• Climate Resilience: Prioritize the planting of trees on school campuses as a primary strategy for building climate resilience and protecting student populations.
• Integrated Goals: Frame school greening not merely as an aesthetic improvement but as a critical infrastructure project that advances public health, educational quality, and climate sustainability goals.

Analysis of Sustainable Development Goals (SDGs) in the Article

1. Which SDGs are addressed or connected to the issues highlighted in the article?

1. SDG 3: Good Health and Well-being

   • The article directly frames the issue of extreme heat on school campuses as a “major public health concern.” It highlights the particular vulnerability of children, whose ability to regulate body temperature is still developing, making them susceptible to heat-related health risks.

2. SDG 11: Sustainable Cities and Communities

   • The study focuses on “urban public schoolyards,” which are a key component of community infrastructure. The lack of green space (tree canopy) in these areas relates to the goal of making cities and human settlements safe, resilient, and sustainable. The proposed solution of “school greening” aims to improve these community spaces.

3. SDG 13: Climate Action

   • The article explicitly links the problem to climate change, mentioning “rising global temperatures,” “dangerous heat waves,” and “global warming.” The recommendation to plant trees is presented as a strategy to “build climate resilience” and adapt to the impacts of climate change.

2. What specific targets under those SDGs can be identified based on the article’s content?

1. Target 3.d: Strengthen the capacity of all countries… for early warning, risk reduction and management of national and global health risks.

   • The research led by Kristen Schwarz aims to understand and mitigate the public health risk posed by extreme heat, a global health risk exacerbated by climate change. By identifying vulnerable school environments, the study contributes to risk reduction and management for children’s health.

2. Target 11.7: By 2030, provide universal access to safe, inclusive and accessible, green and public spaces, in particular for women and children…

   • The article’s central theme is the lack of safe and green spaces (shaded schoolyards) for children. The analysis of tree canopy coverage directly addresses the quality and safety of these public spaces, and the call to “promote school greening” is a direct effort to achieve this target.

3. Target 13.1: Strengthen resilience and adaptive capacity to climate-related hazards and natural disasters in all countries.

   • The article identifies extreme heat and heat waves as climate-related hazards. The proposed solution of planting trees is described as a way to “build climate resilience” and create a “cooler, safer environment for students in the face of global warming,” which aligns perfectly with strengthening adaptive capacity.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

1. Percentage of tree canopy coverage on school campuses.

   • The article explicitly uses this as a key metric, stating that the median coverage was “just 6.4%.” This is a direct indicator for Target 11.7, measuring the extent of green space.

2. Change in tree canopy over time.

   • The study found that “85% of schools lost tree canopy” between 2018 and 2022. Tracking this percentage over time can measure progress or regression in creating green and resilient school environments (relevant to Target 11.7 and 13.1).

3. Implementation of school greening policies.

   • This is an implied indicator. The article states the researchers hope their findings will “inform policymakers and promote school greening.” The adoption of such policies would be a measure of progress in strengthening resilience and adaptive capacity (Target 13.1) and managing health risks (Target 3.d).

4. Summary Table of SDGs, Targets, and Indicators

Source: luskin.ucla.edu