Urban greening is increasingly suggested as a means of supporting the health and well-being of urban populations. Given positive relationships between vegetation and academic performance, urban greening could support scholastic achievement, enhancing future success in life. These relationships may vary among social and environmental contexts, however, suggesting greening benefits populations unequally. We investigated relationships between vegetation and academic achievement as indicated by high school graduation rates across social and environmental contexts in the continental US, assessing this variation and the potential for urban vegetation to support academic attainment. We categorized 1,333 public high schools based on the socioeconomic and environmental attributes of their attendance areas using k-means clustering. We identified variation in relationships between vegetation and graduation rate based on socioeconomic status (SES) and estimated conditional mean rates by environmental category using multilevel beta regression. We found significant variation in the relationship between school graduation rate and vegetation among vegetation types and socio-economic contexts. Graduation rates were lower in high-intensity (i.e., more extensively built), low tree-cover settings and higher in lower-intensity (i.e., less extensively built), high tree-cover or agricultural settings. Agricultural vegetation associated positively with graduation rate broadly, while non-forest vegetation exhibited negative relationships for low-SES, majority Black schools. Tree canopy exhibited positive relationships that were stronger for high-SES schools and low-SES, majority Latino/a schools. These results highlight the importance of social and environmental context in mediating relationships between vegetation and academic achievement and the need to consider these disparities in supporting academic success through urban vegetation management.

越来越多地建议将城市绿化作为支持城市人口健康和福祉的一种手段。考虑到植被与学习成绩之间的正向关系，城市绿化可以支持学业成就，增强未来的生活成就。这些关系在社会和环境环境中可能会有所不同，但是，这表明绿化给人们带来了不平等的收益。我们调查了美国大陆社会和环境背景下高中毕业率所表明的植被与学术成就之间的关系，评估了这种差异以及城市植被支持学术成就的潜力。我们使用k均值聚类根据出勤地区的社会经济和环境属性对1,333所公立中学进行了分类。我们根据社会经济状况（SES）和使用多级beta回归按环境类别估算的条件平均率，确定了植被与毕业率之间关系的变化。我们发现，在植被类型和社会经济环境之间，学校毕业率与植被之间的关系存在显着差异。在高强度（即，构建更广泛），较低的树木覆盖率设置下，毕业率较低，在较低强度（即，构建较不广泛的构建），高树木覆盖率或农业设置条件下，毕业率较高。农业植被与毕业率总体上呈正相关，而非森林植被与低SES，多数黑人学校呈负相关。树木冠层显示出良好的正向关系，这对于高SES学校和低SES学校而言，大多数拉丁裔/一所学校。这些结果突出了社会和环境背景在调解植被与学术成就之间的关系中的重要性，以及在通过城市植被管理来支持学术成功方面需要考虑这些差异的必要性。