A mounting body of research shows strong positive associations between urban nature and child well-being, including benefits related to mental and physical health. However, there is also evidence that children are spending less time in natural environments than previous generations, especially those living in deprived neighborhoods. To date, most studies analyzing children’s (unequal) exposure or access to urban green and blue spaces focus on residential metrics while a school-based perspective, also an essential part of children’s daily experience, is still understudied. The overall goal of this research is to assess spatially the amount and main components of green infrastructure within and around a sample of primary schools (n = 324) in the city of Barcelona, Spain, and to examine the equity implications of its distributional patterns. A multi-method approach based on GIS, correlation and cluster analyses, and an online survey, is used to identify these patterns of inequity according to three main dimensions: socio-demographic disparities across neighborhoods; school type (public, charter and private); and the frequency of outdoor educational activities organized by schools. Results show that schools located in the wealthiest neighborhoods are generally greener, but inequities are not observed for school surrounding green infrastructure indicators such as access to public green spaces or between public and charter schools. Survey results also indicate that greener schools generally organize more nature-based outdoor activities than those with less exposure to urban nature. In the light of these findings, we contend that multiple indicators of green infrastructure and different dimensions of equity should be considered to improve justice in the implementation of school-based re-naturing and outdoor educational programs.

越来越多的研究表明，城市自然与儿童福祉之间有很强的积极联系，包括与身心健康有关的利益。但是，也有证据表明，儿童在自然环境中花费的时间比前几代人少，尤其是生活在贫困社区的儿童。迄今为止，大多数分析儿童（不平等）接触或进入城市绿色和蓝色空间的研究都以居住指标为重点，而基于学校的观点（也是儿童日常经验的重要组成部分）仍未被研究。这项研究的总体目标是在空间上评估样本中和样本周围的绿色基础设施的数量和主要组成部分（n = 324）在西班牙巴塞罗那市进行，并研究其分配方式的公平意义。一种基于GIS，相关性和聚类分析以及在线调查的多方法方法，可以根据三个主要方面来识别这些不平等模式：跨社区的社会人口统计学差异；学校类型（公立，特许和私立）；以及学校组织的户外教育活动的频率。结果显示，位于最富裕社区的学校通常更绿，但未观察到围绕绿色基础设施指标的学校的不平等现象，例如进入公共绿色空间的机会或公立与特许学校之间的连通性。调查结果还表明，与那些较少接触城市自然环境的学校相比，绿色学校通常会组织更多基于自然的户外活动。根据这些发现，我们认为应考虑绿色基础设施和公平的不同维度的多个指标，以提高实施校本再自然和户外教育计划的公正性。