Green spaces and learning outcomes in 3 million Brazilian students

Abstract Most studies investigating the relationship between green exposure and academic performance have been conducted in high-income countries, leaving a significant knowledge gap regarding this association in low- and middle-income settings. Given the distinct urban landscapes, educational systems, and social contexts in these regions, it remains unclear whether previous findings can be generalized. This study addresses this gap by examining the association of urban greenery with academic performance in Brazil. We analyzed a large-scale dataset with individual-level academic performance data from about 3 million Brazilian students, incorporating two greenness metrics—normalized difference vegetation index (NDVI) and tree cover—across three buffer sizes (300 m, 500 m, and 1000 m). We estimated associations using primary and sensitivity analyses while distinguishing between essay and general subject scores. Our findings indicate that tree cover is more consistently associated with better academic performance than NDVI, suggesting that structural attributes of greenery, such as shade and biodiversity, may play a crucial role in learning environments. The effects were stronger for essay scores compared to general subjects. Furthermore, smaller buffer sizes (300 m) showed more robust associations, emphasizing the importance of immediate green exposure near schools. This study provides compelling evidence that urban greenery, particularly tree cover, supports academic success among Brazilian students. These findings have significant implications for policymakers and urban planners, reinforcing the need to integrate green spaces into school environments to promote equitable access to nature and optimize educational outcomes.