This study developed a methodology to assess how school playground design supports children’s sun protection. Assessments of Christchurch primary schools found that none adequately addressed UV protection, microclimatic comfort and attractive play opportunities, highlighting the need for targeted, evidence-based design improvements.
Abstract
Excessive exposure to ultraviolet radiation (UVR) from the sun is considered a significant public health risk, particularly for children, because childhood sun exposure increases the risk of developing skin cancer. Schools have been identified as priority settings for sun protection and skin cancer prevention initiatives. Although school-based sun protection programmes have contributed to some improvement, there are limitations. Children remain inadequately protected and are exposed to high levels of UVR, especially during school intervals and lunch breaks. Landscape design has the potential to encourage sun protection behaviour (SPB) and thus help protect children from overexposure. However, little is known about the extent to which school playground designs support necessary SPB among children. No previous studies have integrated three critical factors – UVR protection, microclimatic comfort, and attractive play opportunities – that are needed to support the intended SPB in assessing children’s outdoor recreational areas such as school playgrounds. Additionally, there is currently no effective evidence-based methodology for evaluating and designing school playgrounds that support SPB in children.
This study investigates the role of landscape architectural design in promoting sufficient SPB among young children in existing primary school playgrounds by proposing a novel SPB design methodology (SPB-D). Following a landscape units’ approach and integrating the strengths of existing methods, the methodology evaluates and designs both existing and proposed school playgrounds in support of SPB among children. The methodology was applied to case studies in Christchurch to test its potential and effectiveness in assessing school playground designs in providing SPB. Evaluation indicates that no assessed school playground was designed to support SPB. A substantial proportion of activity zones failed to support all three SPB design objectives. Potential activity zones’ design to meet SPB design objectives was strongly influenced by the type, size and function that collectively determine the overall SPB design level. Among the objectives, attractiveness was most frequently achieved, whereas UVR protection and microclimatic comfort were least addressed. The spatial layout and design of individual activity zones significantly affected the overall school playground SPB design outcome. The findings suggest that current design approaches tend to focus on the whole-school playground scale, which emphasises the need to shift the focus to the activity zone scale to meet optimal SPB design levels.
This study demonstrates the effectiveness of the novel SPB-D methodology in assisting landscape architects to design and retrofit school playgrounds. The outputs generated at three spatial scales enable designers to make evidence-based design decisions and develop associated design strategies. The application of this methodology advances evidence-based landscape architecture processes through a transparent, flexible iterative process that helps overcome barriers to implementing evidence-based design solutions for complex environmental issues, such as SPB. The process helps maximise SPB design in existing school playgrounds through the development of targeted interventions, identifying SPB design strategies and prioritising activity zones for implementation over time.
Reference:
Sukumar, A. (2026). Do school playground designs adequately protect primary school children from the risk of skin cancer and overexposure to solar ultraviolet radiation? Thesis submitted in partial fulfilment of the requirements for the Degree of Doctor of Philosophy, Lincoln University.