Greenspace can have a significant positive effect on improved concentration duration, behaviour in the classroom, and educational and social development for school-aged children. This paper uses Geographical Information Systems to explore academic achievement and greenspace in New Zealand. Using multivariate linear regression, the association between greenspace exposure and the percentage of children achieving above academic attainment expectations was examined, controlling for gender, ethnicity, and socioeconomic status. Socioeconomic status was the most significant predictor of academic achievement. Weak associations between greenspace, academic achievement, gender, and ethnicity were observed. Unexpectedly, academic achievement negatively correlated with greenspace.

中文翻译：

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评估新西兰城市小学的绿地与学业成绩之间的关系

绿色空间可以对改善学龄儿童的注意力持续时间、课堂行为以及教育和社会发展产生显着的积极影响。本文使用地理信息系统来探索新西兰的学术成就和绿地。使用多元线性回归，在控制性别、种族和社会经济地位的情况下，检查了绿地暴露与达到高于学业成绩预期的儿童百分比之间的关联。社会经济地位是学业成就最重要的预测因素。观察到绿地、学业成就、性别和种族之间的关联较弱。出乎意料的是，学业成绩与绿地呈负相关。