Demonstrating multi-benefits of green infrastructure to schools through collaborative approach

K V Abhijith; Nidhi Rawat; Ana Paula Mendes Emygdio; Charlotte Le Den; Kate Collins; Paul Cartwright; Kate Alger; Ben McCallen; Prashant Kumar

doi:10.1016/j.scitotenv.2024.177959

Demonstrating multi-benefits of green infrastructure to schools through collaborative approach

Sci Total Environ. 2024 Dec 20:958:177959. doi: 10.1016/j.scitotenv.2024.177959. Online ahead of print.

Authors

K V Abhijith¹, Nidhi Rawat¹, Ana Paula Mendes Emygdio¹, Charlotte Le Den¹, Kate Collins², Paul Cartwright³, Kate Alger⁴, Ben McCallen⁵, Prashant Kumar⁶

Affiliations

¹ Global Centre for Clean Air Research (GCARE), School of Sustainability, Civil and Environmental Engineering, Faculty of Engineering and Physical Sciences, University of Surrey, Guildford GU2 7XH, United Kingdom.
² Sandfield Primary School, Stoke Road, Guildford GU1 4DT, Surrey, United Kingdom.
³ Bracknell Forest Council, Bracknell, RG12 1JD, Berkshire, United Kingdom.
⁴ Freelance artist-educator and local resident, Guildford GU1 4LN, Surrey, United Kingdom.
⁵ Zero Carbon Guildford (ZERO), Guildford GU1 4EH, Surrey, United Kingdom.
⁶ Global Centre for Clean Air Research (GCARE), School of Sustainability, Civil and Environmental Engineering, Faculty of Engineering and Physical Sciences, University of Surrey, Guildford GU2 7XH, United Kingdom; Institute for Sustainability, University of Surrey, Guildford GU2 7XH, Surrey, United Kingdom; Zero Carbon Guildford (ZERO), Guildford GU1 4EH, Surrey, United Kingdom. Electronic address: P.Kumar@surrey.ac.uk.

PMID: 39708738
DOI: 10.1016/j.scitotenv.2024.177959

Abstract

Green infrastructure (GI) is known to reduce road air pollution exposure, but their implementation in schools and associated benefits remain under-researched. In this study, two GI solutions, green screen and green gate, were co-designed and installed at a primary school in Guildford using collaborative and participatory methods. By assessing changes in air pollution levels, noise, and public perception before and after GI installation, we aimed to understand their impact on reducing children's exposure and evaluate other co-benefits. Without considering wind direction's effect, a maximum reduction of up to 32 %, 10 % and 12 % in the average daily concentration of PM₁₀ (green gate), PM_2.5 (green screen) and PM₁ (green gate), respectively, when compared with in-front concentration. The decay in concentration decreases with distance from the GI, and different wind directions result in varying percentage reductions in PM concentration. For the green screen, 'parallel to the screen' and for the green gate, 'away from the gate' wind directions provided the highest PM reduction. The horizontal abatement efficiency of GI varied with PM size, with the highest being PM₁₀. Continuous monitoring behind the green screen revealed a decrease in PM concentration after installation, and this relative concentration varied from 0.29 to 0.90 compared to before installation. The green gate effectively lowered noise by 5 dB(A), and the green screen did not report a noticeable impact on noise levels. Most parents perceived the installation of GI in school as significantly decreasing air pollution exposure and slightly reducing noise levels, resembling the changes in their levels observed in monitoring. The successful co-creation and co-implementation of GI interventions and resulting co-benefits underscore the importance of community engagement and participatory approaches in urban planning and environmental management. This study paves the way for the wider-scale application of innovative strategies involving local communities, stakeholders, and policymakers in implementing GI projects to ensure their sustainability and effectiveness.

Keywords: Citizen engagement; Co-designing and investigating; Green infrastructure; Public perception; School air quality.