Introduction

Education is a comprehensive system designed to develop a labor force with scientific thinking and professional skills aligned with their interests and abilities. High-quality education is essential for producing a skilled labor force demanded by society (Göküş 2007). Education must cultivate individuals who can adapt to a rapidly changing world, think positively, and possess problem-solving skills and a developed perception (Tuzcu 2004). Schools are the primary institutions responsible for this role, recognized globally as significant social organizations.

Schools share many common features across different countries, but their structures and characteristics can vary greatly (Wimpelberg et al. 1989). Researchers argue that schools, as a social system, should adapt to ongoing innovations brought by an ever-changing world (Kutlu et al. 2010; Demirel and Turan 2010). As fundamental building blocks of the education system, schools should be continuously updated and improved. These institutions must identify deficiencies, implement measures, enhance the quality of education, and ensure a secure and favorable learning environment (Kennedy 2001).

Educational institutions are not solely responsible for conveying knowledge but also for equipping students with essential skills, teaching time management, and fostering social responsibility awareness. Recent research highlights the importance of integrating social responsibility education into academic curricula to enhance students’ understanding of their role in addressing societal challenges (Maistry and Ramdhani 2010; Yin 2017). By incorporating service-learning projects and community engagement activities, students can apply theoretical knowledge to real-world contexts, fostering empathy, and civic duty (Miller 2021). Promoting dialog on social justice issues within educational settings encourages critical thinking and perspective-taking skills essential for navigating diverse social landscapes (Learning for Justice 2022; Aquarone 2021; Furman and Gruenewald 2004; Torres-Harding and Meyers 2013).

“Nurturing students’ awareness of their social responsibilities contributes to ethical decision-making and positive social change. One way to support this development is to provide students with unstructured play and opportunities to relax. Educational institutions should help students burn off energy by moving physically and provide adequate free time, including breaks, under the guidance of teachers who support cognitive development (Lodewyk and McNamara 2019; Tandoğan 2016).

Providing students with sufficient free time, both in cooperation with the education system and the school administration, allows them to develop empathy, compassion, and a deeper understanding of social problems. In addition, this free time helps students establish healthier relationships by providing them with the opportunity to address and resolve conflicts between their peers, thus improving their communication skills. According to UNESCO statistics, one in three students has been bullied at school, highlighting the importance of creating spaces for positive social interactions and conflict resolution (UNESCO 2019). Therefore, recess time is not only a break for children to play in open spaces, playgrounds, gyms, or classrooms with appropriate facilities and equipment (Santistevan 2011), but also offers students the chance to interact with their peers, practice social skills, and develop a sense of responsibility in a more informal setting. Studies highlight that recess enables students to relax physically and develop cognitively, which in turn supports their ethical and social development (Ayda and Güneyli, 2018; Burris and Burris 2011; Bozpolat 2016; Aykaç 2007; Pellegrini and Bohn 2005).”

Schoolyards, particularly in developed countries like the United States, have implemented “green school” practices to establish healthy activities for children (Özer 2006). Schoolyards should be designed as functional areas catering to diverse interests and abilities (Sanoff 2015). They serve as communal spaces where students of diverse ages, genders, and cultural backgrounds convene. Ensuring the safety of schoolyards is crucial for enabling children to perform activities without apprehension (Dönmez and Güven 2002). Çankaya et al. (2011) emphasized that ideal physical conditions and effective leisure time provisions are essential for ensuring school safety. Similarly, safe school environments promote academic development, positive communication, and personal growth (Bucher and Manning 2005).

Safety in schoolyards involves more than providing equipment; it also requires teachers and administrators to create a safe learning environment. Appointing a “recess monitor” during breaks is essential (Ayyıldız and Akın 2016). Recess monitors perceive themselves as accountable for ensuring student safety (Gündoğdu et al. 2015). Health and hygiene conditions in schools are equally important, serving as indicators of the psycho-social state of the school (Akbaba 1997). Ensuring safe schoolyards promotes students’ physical activity and mental health (Mubita 2021). Well-designed outdoor spaces with appropriate safety measures can significantly reduce injury risks (Pfautsch et al. 2022).

Health and hygiene issues in schools, such as inadequate toilet cleaning, garbage, and paper littering, uncleaned water tanks, and insufficient staff supervision, contribute to health problems among students (Licata and Harper 2001). These conditions impact student health, academic success, motivation, and interpersonal relationships (Stolp 2002; Korkmaz 2005; Terzi 2005; Özdemir 2012). Primary schools must educate students about health and hygiene and provide exemplary environments where students can learn and adopt healthy habits (Başar 2003; Yılmaz and Yılmaz 2014).

Safety and health issues in schools extend beyond equipment. Student interactions during recess can lead to conflicts, arguments, and injuries. Research indicates that violence and injuries between students occur most frequently during break times (Eraslan and Aycan 2008; Akçay and Yıldırımlar 2018). Addressing these issues is crucial to prevent injuries and incidents. These include physical traits such as slip hazards, lighting, furniture, ventilation, technology, and equipment. However, emotional health and safety issues are beyond the scope of this article.

In Turkey, the Ministry of National Education allows primary schools to have health personnel, such as doctors or nurses, responsible for student health (Primary Education Institutions Regulation 2003). However, this practice is uncommon in Turkey and Cyprus due to funding problems. Assessing school grounds involves considering safety, health concerns, amenities, and surroundings. Spaces for physical activity play a key role in enhancing leisure time during recess, preventing health problems like obesity, and promoting healthy and active lifestyles (Silver et al. 2014; Ayan and Ulaş 2015; Özdemir and Çorakçı 2011; Tandoğan 2016).

Properly designated school spaces can also support children’s social and emotional development, influencing their sense of identity, self-esteem, and social skills (Tanić et al. 2018). Positive peer interactions provide opportunities for learning cooperation, empathy, and conflict resolution, contributing to overall well-being. Conversely, negative peer experiences, such as bullying or social rejection, can harm mental health and adjustment (Masten 2018). Negative peer experiences such as bullying or social rejection can have detrimental effects on mental health and adjustment Therefore, schools should ensure that the activity areas and equipment they provide are accessible and appealing for all the students (Escalante et al. 2014).

Game-based education has gained global emphasis in recent years. Organizations like the American Society for Testing and Materials, the International Play Equipment Manufacturers Association, and the Consumer Product Safety Commission aim to promote safe and enjoyable play environments (Ayan and Ulaş 2015). However, playground development in Turkey faces significant inadequacies in design and implementation (Şişman and Gültürk 2011). In Turkey, playgrounds are not only not structured to allow children and teachers to benefit from the school garden for a long time, but also lack meeting and resting points that would contribute to social learning spaces, and sections divided by green areas and benches under the shade of trees (Türker and Kırcı 2022). As Akbaba and Turhan (2016) mention schoolyards are frequently made of concrete floors and lack green spaces, rendering them unsuitable for use as a playground during recess. Akbaba and Turhan (2016) stated that in the construction of school gardens, the ground is often preferred to be concrete and there is not enough green space.

Reports highlight significant challenges in Turkish schools, including issues related to nutrition, hygiene, violence, accidents, and injuries during break times (Eraslan and Aycan 2008; Erkal and Yertutan 2010; Yurdakal 2020; Bulunuz et al. 2018; Özbıçakçı et al. 2012). Ayyıldız and Akın (2016) noted the potential of recess monitoring practices to mitigate accidents but also recognized increased demands on teachers and potential discomfort among students. A comprehensive assessment of schoolyard conditions in Turkey and Cyprus is needed, informed by recent research on these environments’ challenges. This investigation aims to foster a deeper understanding of the prevailing challenges and offer evidence-based recommendations for improving schoolyard environments.

Children have an awareness of the concept of social status when they are 10–11 years old. And this awareness is reflected in their drawings. Especially at this age, there is a clear transition to more complex lines and a realistic approach compared to their previous drawings. Although children draw more detailed and realistic drawings, they prefer to talk less about their own work compared to younger ages. In addition, color choices are based more on realism rather than random selection. One of the primary developmental needs in this pre-adolescent period is for children to establish their identities, to know themselves, realize their strengths, and develop healthy relationships within their peer groups. In drawings produced during this period, the carefree ambiance characteristic of early childhood dissipates, replaced by an evident anxiety to conform to cultural and societal esthetic norms. Human figures, depicted with anatomical accuracy and adorned in clothing, are rendered with meticulous detail (Yavuzer 1995). Yavuzer (1995) further underscores the significance of detail in children’s artwork through a compelling example.

In this study, a two-stage data collection process was utilized. Firstly, students were asked to depict their perceptions of schoolyard conditions through drawings, and secondly, interviews were conducted with teachers.

The evaluation of schoolyards in Turkey and Cyprus holds great significance for students and teachers alike, given the aforementioned concerns. Recent research has uncovered various difficulties related to schoolyards in these countries during the past 5 years. Therefore, the purpose of this study is to conduct a modern investigation to gain a deeper understanding of these challenges. The research problem is defined as follows: “What are the environmental conditions and student behaviorsFootnote 1 in schoolyards?” To address this issue, data were gathered in two phases by asking students to create drawings and conducting interviews with teachers. The research’s sub-problems are presented below.

  1. 1.

    When student drawings are examined;

    1. i.

      What are the equipment and tools in the schoolyards from the view of students?

    2. ii.

      What are the areas where students often spend time in the schoolyard?

    3. iii.

      What type of activities do students engage in the schoolyard?

    4. iv.

      Are there any supervising teachers?

  2. 2.

    When teacher opinions are evaluated;

    1. i.

      How should schoolyards be suitable for children’s developmental characteristics?

    2. ii.

      What are the shortcomings of schoolyards in our country?

    3. iii.

      What should be done to eliminate the shortcomings of schoolyards in our country?

    4. iv.

      what actions should be taken to ensure the health hygiene and safety of schoolyards in our country?

In light of these sub-problems, schoolyards have been thoroughly examined and comprehensively evaluated from the perspectives of both students and teachers. As Santistevan (2011) emphasizes, the adequacy of the school environment and equipment is critical not only for academic development but also for the versatile development of students. Therefore, it is anticipated that the research findings will be significant and provide insights into the challenges faced, as well as potential solutions, particularly in developing countries.

This article holds immense potential for enriching the existing literature across multiple dimensions. By delving into the dynamics of student conduct within schoolyards, it offers invaluable insights into the influence of environmental factors on student interactions, participation, and overall well-being. Such insights are indispensable for educators and policymakers seeking to cultivate nurturing and conducive learning environments. Moreover, the article’s assessment of environmental conditions in schoolyards can inform the planning and maintenance of school facilities. Identification of safety risks, accessibility to amenities, and opportunities for physical activity can empower architects and urban planners to design school environments that prioritize health, safety, and educational outcomes. Furthermore, the article sheds light on the impact of environmental variables on teaching and learning practices. For instance, analysis of noise levels, green spaces, and seating arrangements provides educators with tools to optimize classroom and outdoor teaching methods, enhancing student engagement and academic achievement. In addition, experts and policymakers can use the results of such research to improve the physical conditions of all schools and ensure that investments are made in schools. This will not only help students develop positive attitudes or skills but will also help buildings to be safe structures (earthquakes, floods, etc.).

Method

Research model

This research was conducted using qualitative research, which is characterized by understanding natural environments, active participant role of the researcher, holistic approach, flexibility in research design, revealing perceptions, and inductive approach. The interview technique, which focuses on revealing the feelings, opinions, and experiences of individuals through mutual conversation, was used as the data collection technique in the study (Yıldırım and Şimşek 2013). In this study, a form containing pre-prepared interview questions was used. In this form, semi-structured interview technique was used in which the interviewer was allowed to ask additional questions during the interview (Karasar 2011). In the second dimension of the study, students were asked to draw pictures reflecting their experiences during recess, which were accepted as documents. In the analysis of children’s drawings, the document analysis technique was used. Document analysis is a qualitative research technique that involves analyzing written and visual materials that provide information about the facts or events related to the research (Silverman 2006).

Children’s drawings are important as a data source in research because they provide information beyond what can be expressed verbally or in writing. Drawings can be used to analyze cognitive, emotional, and social development as a window reflecting the inner worlds of children and adolescents. In addition, drawings provide insight into children’s worldviews by reflecting their cultural and personal experiences. Drawings are also useful for communicating with preschoolers or shy children who cannot or do not want to use oral or written language skills. They are less intimidating than interviews or scales; they are nontraditional and user-friendly. They are also used to monitor changes and progress over time and facilitate longitudinal studies. Children’s drawings can provide data on the therapeutic process regarding emotional states, and this feature reveals their importance in research settings (Brooks 2004; Kouvou 2016; Saraswathi et al. 2016).

Children’s drawings as a data source bring various problems in the context of research. Due to the subjectivity of drawing analyses, researchers can reach different findings. It should be known that children have difficulty drawing complex ideas and emotions due to the fact that they have limited motor skills, and as a result, this situation can prevent the acquisition of healthy data. In addition, the form and content of the drawings are affected by their cultural and individual differences, which can jeopardize the validity of the findings. External variables such as the drawing environment and the presence of adults in that environment may negatively affect the data collection process. When drawings are interpreted, there is a risk of reaching inaccurate conclusions that may have detrimental effects on child well-being and raise ethical questions. Researchers are forced to make assumptions since children’s lack of vocal explanations makes interpretation even more difficult. It takes a lot of time and resources to analyze children’s drawings and specialized knowledge is needed to interpret the subtle psychological and developmental aspects. Lastly, there’s a chance that oversimplifying complicated problems will result in generalizations that might not accurately reflect children’s varied experiences and comprehension. To mitigate these disadvantages, researchers use children’s drawings as part of the research, combining them with other data tools and participants (teachers) of data collection, such as interviews. Also, the criteria for what will be analyzed in children’s drawings were determined by making use of the literature. This approach allows for a more comprehensive understanding of the research subject from multiple perspectives. (Thompson 2003; Fu et al. 2016)

The study group

The research was conducted with a study group comprising 30 primary school teachers, 5 from each of the 6 schools affiliated with the Ministry of National Education of Northern Cyprus, and 151 fifth-grade level primary school students. Purposive sampling model was employed, which involves a detailed examination of cases that are expected to provide rich data for the selection of teachers and students (Yıldırım and Şimşek 2013). In Cyprus, a fifth grader typically refers to a child aged between 10 and 11 years old.

Teachers forming the study group were selected from easily accessible primary schools in each district. A total of five teachers from six selected schools—three classroom teachers and two private lesson teachers—were included in the study group. Classroom and private lesson teachers were randomly selected from among those who voluntarily agreed to participate in the research. One-on-one and face-to-face interviews were conducted by the researchers with the teachers in their own schools at pre-planned hours. Each interview lasted ~40–45 min, and written notes were taken during the interviews. The students included in the study group were from the schools of the participating teachers, with one class from each school chosen. The number of selected students per class was distributed as follows: A primary school, 27 students; B primary school, 26 students; C primary school, 26 students; D primary school, 25 students; E primary school, 24 students; and F primary school, 23 students.

The sample was selected according to the purposive sampling method, which included individuals that work at various locations on the island who were known to the researchers in advance and were suitable for “convenience sampling.” Although convenient sampling is widely used because it is simple and affordable, it has a number of disadvantages. Because the sample used in this non-probabilistic sampling technique is not representative of the total population, sampling bias frequently occurs. As a result, findings from these samples are not generally applicable and might not fairly represent the features of the larger population. Additionally, using widely accessible individuals makes it more likely that some groups will be overrepresented and others will be underrepresented, which will skew the results and reduce the validity of the study’s conclusions. When choosing a convenient sample, researchers must take into account important limitations such as the possibility of bias and the lack of representativeness (Etikan et al. 2015; Tyrer and Heyman 2016).

Data collection and data tools

In order to gather data from the participants in the study, the researchers first obtained permission from their parents and art teachers. During a painting class, the researchers instructed the students to draw what they saw and experienced in the schoolyard during break times without providing any specific guidance. The students were given one class hour, or 40 min, to complete their drawings, and one of the researchers observed the students and their pictures while walking around the classroom. Some students were also asked to describe what they were drawing. This data collection method allowed the students to express their perceptions and activities freely on paper.

In this research, the data collection process from teachers involved the use of the “semi-structured interview” technique. The researchers created an interview guide in advance, which included a set of predetermined questions. However, depending on the flow of the interview, additional questions could be asked to encourage the participants to expand on their answers (Türnüklü 2000). The interview questions were developed by blending the findings of relevant studies identified during the literature review in the field. To ensure the internal validity of the questions, two field experts, one specializing in educational administration and the other in Turkish language, were consulted, and the questions were refined accordingly. The final version of the interview questions was determined after a pilot application of the questions with four primary school teachers (see Annex 1).

Analysis of data

In the research, data analysis was conducted using the “content analysis” technique. Content analysis is a systematic approach to analyzing written or verbal material, which includes coding and quantifying what is said or written (Balcı 2004). Following the recommendation of Miles and Huberman (1994), the content analysis process comprised four stages, each detailed below.

  1. i.

    Coding the data: the information gathered and analyzed during the interviews was organized by creating a numbered breakdown of the key points. Subsequently, the sections were assigned codes to create coherent and meaningful units. The coding list was read separately by the researchers, and “consensus” was achieved, and new arrangements were made by discussing the “disagreement” issues. Once all the data had been reviewed and unsuitable entries were eliminated, analysis was conducted on the remaining student picture data.

  2. ii.

    Finding themes: the codes determined in the first stage were gathered under the categories created. Thus, effort was paid to find common aspects between the codes. In the research, categories and related themes were found for the interview questions. In student drawings, the images belonging to the themes were identified and compared by each researcher and common themes were determined.

  3. iii.

    Organizing the data according to codes and themes: to effectively convey the opinions of the study participants to readers, the researchers assigned unique identification numbers to each participant, beginning with 1. The teachers were coded with the letter “T” during the coding process. When presenting participant opinions on the interview question findings, the participants were referred to by their assigned codes, with the codes written in parentheses when quoting their views on each finding.

  4. iv.

    Identifying and interpreting the findings: in this particular stage of the research, the data collected through participant interviews and drawings underwent a comprehensive analysis. The resulting findings were thoroughly examined and presented with a great level of detail, including the inclusion of appropriate citations and sample drawings. The thorough presentation of these findings serves to reinforce the validity and reliability of the research, lending greater credibility to the study’s overall conclusions.

Findings

Based on the research findings, the frequency and percentage values of the drawings pertaining to 151 students in the age group of 10–11, with respect to the predetermined themes, are ascertained as follows:

According to the data presented in Table 1, 53.95% of the students mentioned playground tools as the most used instruments in their drawings. Specifically, swings and slides were found to be the most popular tools in their drawings. Toys followed closely behind, with a usage percentage of 19.27%. Of the various toys depicted in the drawings, the ball emerged as the most popular. The study also found that some materials and tools were rarely used in the students’ drawings. The trash can and the arrow were found to be the least popular, with only one instance of each appearing in the drawings. Additionally, a small number of tents, bells, and goalkeeper gloves (N = 2) were drawn, with a usage percentage close to that of the trash can and arrow.

Table 1 Instruments and yard equipment found in student drawings.
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Table 2 presents data indicating that the schoolyard was the most commonly depicted play field, appearing in 31.70% of the students’ drawings, followed closely by the playground at 30.24%. Conversely, the sandbox was the least popular play field, appearing in only 3.41% of the drawings. A remarkable observation was that the classroom was also drawn as a play field during breaks, with a usage percentage of 4.87%.

Table 2 Play fields found in student drawings.
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In primary school students’ drawings, various play fields are depicted, including the schoolyard, playground, and specific areas like the football field, basketball court, and volleyball court. These spaces provide opportunities for physical activity, teamwork, and socialization. The canteen is also commonly illustrated, highlighting its role in providing nutrition and a social setting. Additionally, classrooms are featured as essential indoor spaces for instructional activities. The sandbox is often shown as a creative area for younger children to engage in tactile play, enhancing their fine motor skills.

Table 3 provides a breakdown of the activities depicted in the drawings of students during their breaks and free time. The data indicates that the majority of students, comprising 39.93% of the sample, illustrated games involving playground toys such as swings, slides, and seesaws. In contrast, playing billiards (N = 1), reading books (N = 4), hide and seek (N = 4), and playing with balloons (N = 4) during recess were the least popular activities, each appearing only a handful of times in the drawings. Notably, the table highlights the presence of activities such as canteen shopping(N = 10), and picnicking(N = 7). These observations suggest that some students utilize their recess time to meet their nutritional needs.

Table 3 Activities in student drawings.
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Upon analyzing Table 4, it is evident that nearly all of the student drawings (98.67%) do not feature a recess monitor during break time. Only a small proportion of the drawings (1.32%) depict a monitoring teacher. Further examination of the drawings revealed that the recess monitors depicted by the students were mainly situated in the canteen or the football field. The data suggests that students do not view the presence of a recess monitor as a significant element in their break time experience. Some examples and descriptions of student drawings analyzed in Annex 2.

Table 4 Recess monitors in student drawings.
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The findings regarding the teacher interview questions, another data collection tool, are as follows.

During the first interview, the teachers were asked to provide their views on how schoolyards can be made suitable for children’s developmental characteristics. The findings from the teacher responses were organized into several themes, including sports activity areas, playgrounds, open field workshops for classes, agriculture, and ecology areas. The results of each theme are presented in Table 5 for further analysis and interpretation.

Table 5 Teachers’ views on schoolyards suitable for children’s developmental characteristics.
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Table 5 displays the perspectives of teacher participants regarding the necessity of sports activity areas (38.24%) in schoolyards that align with children’s developmental characteristics. The survey produced 39 opinions on sports activity areas, with “running and athletics field” (N = 13) being the most commonly expressed, followed by “basketball court” (N = 8), “football field” (N = 7), “volleyball court” (N = 7), and “indoor gym” (N = 4).

In addition, teacher-participants recognized the need for play fields that meet children’s developmental needs to enhance the effectiveness of free time and recess at school. Table 5 presents 35 opinions on play fields, with “playground” (N = 15) and “playground with scratched ground” (N = 13) being the most frequently mentioned. Notably, the survey results revealed a need for a “playground for the disabled” (N = 3) to cater to the needs of all students.

Furthermore, teacher-participants emphasized the importance of agriculture and ecology fields in schoolyards suitable for student development to optimize free time and recess. Table 5 shows that participants put forward a total of 17 views on this subject, with “green areas” (N = 9), “ecology park” (N = 5), and “planting areas” (N = 3) being the most frequently cited.

Finally, some teacher participants highlighted the necessity of open field workshops in developing schoolyards suitable for student development. As indicated in Table 5, participants suggested the inclusion of “chat areas” (N = 3), “cultural playgrounds” (N = 3), “book reading areas” (N = 2), “painting areas” (N = 2), and “hobby areas” (N = 1) in the schoolyard.

During the second round of interviews, the teachers were posed with the following inquiry: “What inadequacies are present in the schoolyards throughout our nation?” Subsequently, the instructors categorized these shortcomings into two distinct categories: “space” and “material” deficiencies. The results pertaining to this topic are explicated in Table 6.

Table 6 Teachers’ opinions about the deficiencies of the existing schoolyards in our country.
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The study participants expressed a total of 161 viewpoints regarding the school environment and deficiencies within the schoolyard. These viewpoints have been arranged in descending order from most to least popular in Table 6. With regards to “lack of space,” the opinions conveyed were as follows: “absence of a football field” (N = 17), “lack of space due to concrete flooring” (N = 16), “absence of a volleyball court” (N = 15), “absence of a basketball court” (N = 14), “insufficiency of non-classroom areas” (N = 13), “lack of play area” (N = 13), “absence of indoor space” (N = 12), “absence of a sandbox” (N = 12), “small size of schoolyards” (N = 10), and “absence of natural green space” (N = 10). In relation to “material deficiencies,” the participating educators indicated that the primary issues were “lack of equipment such as slides and swings” (N = 15), “insufficient number of balls” (N = 12), and “absence of a game rope” (N = 12).

The teachers express concerns about the inadequacy of schoolyard spaces due to the emphasis on building classrooms and the increasing student population, which leaves insufficient non-classroom areas (T-20). They point out the lack of fields for collective sports and indoor playgrounds, making it challenging for students to engage in activities, especially during winter (T-14). To address these issues, one teacher suggests constructing large chess courts, playgrounds for all age groups, and hobby gardens, alongside providing necessary sports materials and training teachers to lead activities (T-9). Another teacher highlights the limited spaces for leisure activities and the absence of sports equipment and natural areas, emphasizing the need for facilities that support the acquisition of essential skills (T-18). These perspectives underline the necessity of enhancing schoolyards to meet students’ recreational and educational needs effectively.

During the interviews, the teachers were also asked the question, “What should be done to eliminate the deficiencies of the schoolyards in our country? The relevant findings have been presented in Table 7.

Table 7 Teachers’ views on the elimination of deficiencies.
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Table 7 displays the findings of the study regarding the participants’ opinions on addressing the shortcomings in the school environment and schoolyard. A total of 93 opinions were expressed by the participants, which were categorized into three themes. The theme that received the highest number of expressions was “things to do at school” (50.54%). The teachers who participated in the study suggested “creating game stations” (N = 16) and “enhancing sports fields” (N = 16) to address the issue. Additionally, they proposed “creating hobby gardens”, “drawing pictures on walls”, “having students ride bikes”, “constructing chess courts in schoolyards”, “establishing botanical gardens”, and “establishing a garden activity laboratory”.

The second most frequently expressed theme was “what teachers should do” (38.71%), which contained opinions about the responsibilities of teachers to improve the school environment. The most common suggestion under this theme was to provide in-service training to teachers on extra-class education (N = 15), followed by playing games suitable for students, engaging recess monitors and devoted teachers, collaborating with school-parent unions and non-governmental organizations, and having art and music classes outside the classroom.

The theme of “what needs to be done in the system” had the lowest percentage of opinions (10.75%). The participants argued that the student evaluation system should be revised to address the shortcomings in the school environment and schoolyard.

The teachers highlight the inadequacy of current schoolyards, emphasizing the need for significant improvements. One teacher notes that schoolyards typically have concrete floors and a dry, treeless environment, which is detrimental to students. They suggest creating play stations, botanical gardens, hobby areas, and class-supportive spaces, recommending collaboration with school-teacher and school-parent associations to address these deficiencies (T-7). Another teacher stresses the importance of developing playgrounds and emphasizes the need for in-service training for teachers and the inclusion of recess monitors for safety (T-16). A third teacher points out that schoolyards generally have limited and dysfunctional areas for sports, advocating for changes in the evaluation system and financial support from the Ministry of National Education to address equipment deficiencies (T-5). Collectively, these views underscore the need for comprehensive improvements in schoolyard facilities, teacher training, and financial investment to create a conducive environment for student development.

The final interview question posed to the participating teachers aimed to elicit their expert opinions on the measures that could be taken to enhance the health, hygiene, and safety standards of schoolyards across the country. The study’s findings regarding these themes are presented in detail in Table 8.

Table 8 Teachers’ views on what needs to be done to improve schoolyards in terms of health, hygiene and safety.
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Table 8 illustrates the perspectives of the participating teachers regarding the areas that require improvement in terms of health, hygiene, and safety in schools. The table categorizes teachers’ opinions into two main themes, namely health and hygiene, and safety. The majority of teachers (68.18%) emphasized the importance of health and hygiene-related issues. Among the health and hygiene-related solutions, the most frequently suggested by teachers was “to increase the number of janitors” (N = 14). On the other hand, teachers’ suggestions for safety measures mainly focused on “installing a camera system in schools” (N = 18). The findings of this study can help policymakers and school administrators develop effective strategies to enhance health, hygiene, and safety standards in school environments.

Regarding the theme of what needs to be done in terms of health and hygiene, teachers’ views were diverse. The most prevalent opinion was to “increase the number of janitors” (N = 14), followed by “giving importance to the cleanliness of the schoolyard and the environment” (N = 12), and “inspecting canteen products” (N = 12). Other suggestions put forth by teachers included “having personnel knowledge about first aid” (N = 8), “providing clean drinking water for children” (N = 5), “cleaning the usable water tanks at regular intervals” (N = 3), “placing enough garbage cans in the yard” (N = 3), “landscaping considering disabled students” (N = 2), and “giving importance to toilet cleaning” (N = 1). These findings shed light on the multiple areas that require attention in order to improve health and hygiene standards in school environments.

Regarding the theme of safety, out of the total views expressed by teachers, 28 were related to it, accounting for 31.81% of the opinions. As previously mentioned, the predominant view on this theme was the necessity of “installing a camera system in schools” (N = 18). Additionally, teachers suggested “increasing the number of teachers on duty” and “ensuring that the floors in the playgrounds are appropriate for children” (N = 5) as other measures that could be taken to improve safety in schools.

The teachers emphasize the critical need for enhanced hygiene and safety measures in schoolyards, especially during the pandemic. One teacher highlights the importance of increasing the number of janitors to maintain cleanliness in the schoolyard, playgrounds, and toilets. They also stress the necessity of regular inspections of school canteens to prevent the sale of unpacked food and the provision of clean drinking water at designated spots in the schoolyard (T-23). Another teacher points out the insufficiency of recess monitors for ensuring safety due to the high number of students. They recommend increasing the number of monitors and installing comprehensive camera systems in schoolyards. Additionally, they suggest assigning nurses with first aid skills to public schools, similar to private schools, to address injuries promptly (T-19). These perspectives underline the urgent need for improved hygiene, safety protocols, and healthcare support in school environments. The direct quotes from the teachers are presented in Annex 3.

Discussion

The aim of this study is to investigate student behavior in schoolyards during break times and the physical conditions and facilities of schools. In this study, students and teachers were asked to express their opinions about the games played in schoolyards, the current status of schoolyards in terms of health, hygiene, and safety, and areas that need improvement. The findings indicate that students are happy during break times and enjoy any activity they do during break times. It was determined that there are mostly swings and slides (53.95%) in schoolyards—children’s preference for physical activities is consistent with previous studies (Frost 2010). Such materials are preferred in playgrounds because they are accessible and provide a fun way of physical activity and socialization (Pellegrini and Smith 1993). Among the important findings, there are also games with rules such as volleyball, basketball, and football as well as free games such as playing with toys, flying balloons, and making kites among the drawings of the students. However, students can prefer all kinds of games with or without rules. Another important finding is that students feel comfortable during recess. In parallel with the study findings, researchers also emphasize the importance of environments designed to allow students to use their creativity and to minimize teacher intervention (Cantekiner 2000; Dereobalı 2007). Furthermore, studies emphasize the necessity for schools to provide safe and peaceful spaces that engage students and allow them to move around freely (Yaman et al. 2010). In a study by Can and Şibir (2019), students expressed a desire to act freely during their free time, reinforcing the results of this research.

Examining teachers’ perspectives, it becomes apparent that they differ from students regarding free time. Specifically, teachers assert that free time does not imply unsupervised activities but rather an opportunity for students to choose and engage in activities under teacher supervision and within established regulations (Aşkar 2021; Khan 2012; Lodewyk and McNamara 2019).

Our study reveals that teachers believe effective use of free time requires appropriately equipped schoolyard environments that cater to students’ developmental needs. Teachers emphasized the need for supervision to ensure student safety and adherence to guidelines. However, they also cited the lack of adequate space and materials as key challenges. Consequently, teachers recommend sufficient movement areas and diversification of existing areas. The dominance of physical movement and coordination activities is further supported by the large use of toys, especially balls (19.27%) (Jarrett 2002). This aligns with research emphasizing the value of physical play in the growth of social and motor abilities (Blatchford et al. 2003). Trash cans and arrows appear infrequently in illustrations, indicating they are not usually connected to leisure pursuits (Burghardt 2005).

Önder and Akay’s (2018) research on Turkish schoolyards identified insufficient planning standards and a lack of detailed legal regulations as causes of similar problems in Turkey. Our study highlights similar challenges in the current situation in our country. Based on an additional finding from students’ drawings depicting their recess activities, it was observed that students predominantly depicted game-related activities. Cognitive activities such as reading and playing chess were minimally represented. Evidently, students allocate less attention to cognitive activities during free time, focusing more on sporting or socializing activities using game tools. This may be due to the inadequate emphasis on leisure education in the national curriculum. As a result, students tend to rely on available equipment and tools, depicting fewer personal activities in their drawings.

Teachers’ opinions differed from students. Specifically, teachers believed activity areas related to courses and cognitive activities should be included in schoolyards. They advocated for ecological and agricultural activity areas that students could utilize during breaks. Poyraz and Dere (2013) emphasized the significance of implementing ecological and agricultural studies within the schoolyard setting to foster socialization and responsibility. The popularity of playgrounds and schoolyards (30.24% and 31.70%, respectively) indicates a desire for open outdoor areas that support various physical activities, validating the importance of outdoor play spaces for social and physical development (Harten et al. 2008). The small representation of sandboxes (3.41%) may suggest a preference for spaces with greater movement or restricted access to such facilities.

Several international studies have established the profound benefits of schoolyards on children’s physical, social, and psychological well-being. There is a growing consensus on the importance of outdoor education and schoolyards (Remmen and Iversen 2022; Aikaterini and Zafiri 2020; Maller 2005; Malone and Tranter 2003). The literature review shows that spending time outdoors in school environments is highly favored, especially during early childhood (White, 2014). Research has pointed out deficiencies within schoolyards, such as insufficient physical features, inadequate equipment, limited outdoor space, and a dearth of greenery (Kalburan 2014; Kaçan et al. 2017). Studies on primary school teachers’ perceptions of schoolyards reveal inadequacies in outdoor spaces (Kalburan 2014; Yalçın and Erden 2015; Huz and Kalburan 2017).

The inclusion of classrooms as play areas (4.87%) demonstrates children’s flexibility in using available locations for play, aligning with research showing that children often turn ordinary situations into play areas when traditional ones are unavailable (Ginsburg 2007). Additionally, data show that activities like picnicking and canteen shopping are common, suggesting students use break time to attend to nutritional needs, reflecting larger trends in school policies and child nutrition (Story et al. 2006).

Students’ drawings prominently depicted traditional games (such as rope skipping and hopscotch), highlighting the significance of preserving cultural heritage. Traditional games play a crucial role in preserving societal existence, reflecting societal values, culture, traditions, and customs (Oğuz and Ersoy 2005; Hacısalihoglu Karadeniz and Yıldız 2016; Bozkurt and Sözer 2018). Teachers believe traditional children’s games support cognitive and physical development (Celayir 2015; Kavas 2016). Turan et al. (2020) discovered that teachers view traditional games as crucial in education.

It is discouraging that artistic activities like painting and drama are not represented as leisure or recess activities in students’ drawings. Jermyn’s (2001) research revealed that incorporating artistic activities in schools can reduce problematic behaviors by fostering social bonds. Zimmerman (2000) underscored the significance of children’s chosen artistic activities as indicators of personal development. Research states that physical activity and play opportunities should support a child’s developmental areas and appeal to different types of intelligence (Pouya and Bayındır 2021). The garden can play a complementary role in education, providing students with the opportunity to reflect on what they have learned practically (Sam and Kouhirostami 2020). However, no artistic visuals were found in the data, indicating students use school gardens for entertainment and active activities rather than educational continuation.

Literature highlighting the significance of physical activity for children’s physical and mental health (Strong et al. 2005; Janssen and LeBlanc 2010) aligns with teachers’ belief (38.24%) that sports activity areas are essential. The running and athletics field, the most frequently reported sports area, emphasizes the necessity for schools to provide spaces for various physical activities (Pancrazi et al. 1996). Teachers recognize the need for play areas that meet developmental needs, such as playgrounds with scratched ground (Ginsburg 2007). The request for a disability playground is notable, highlighting the need for schools to be inclusive (Frost 2010; Goodley and Runswick-Cole 2010).

The focus on agricultural and ecological fields indicates a growing awareness of the benefits of environmental education. Green areas in schoolyards improve focus, lower stress levels, and encourage environmental stewardship (Louv 2008; Chawla 2015). The addition of open field workshops highlights the necessity of varied environments that meet developmental needs and interests, including chat spaces, cultural playgrounds, and book reading places (Pellegrini and Bohn 2005). Concerns about the shortage of space and material resources in schoolyards are highlighted by the lack of sports fields and non-classroom places (Haug et al. 2008). The absence of slides and swings emphasizes the need for a variety of play equipment to facilitate diverse play activities (Dyment and Bell 2008).

Students’ drawings often depicted group activities and team games rather than individual pursuits. Group games foster independence, support spiritual and social development, and cultivate cooperation and collaborative behavior (Çoban and Nacar 2006). Pavey (2021) highlighted the significance of developing social skills through group games and gaining group acceptance, which influences friendship development. Recess monitors are conspicuously absent from students’ drawings (98.67%), indicating students view recess as unsupervised. This perception could affect play style and autonomy (Ramstetter et al. 2010). The few scenes showing monitors suggest oversight is viewed as a background presence. Teachers, however, emphasize the critical role of recess monitors in ensuring a safe environment, advocating for an increase in their number.

This study’s conclusions both corroborate and challenge prior research findings. The widespread popularity of physical activities aligns with studies emphasizing the importance of active play (Pellegrini and Smith 1993; Frost 2010). Conversely, other research indicates the necessity of a balanced blend of activities and structured supervision during recess, a departure from our study’s observation of minimal representation of quiet activities and recess monitors (Blatchford et al. 2003; Ramstetter et al. 2010).

Educators highlighted the necessity of security measures, such as camera systems and trained first aid personnel, emphasizing recess monitoring. Studies have concluded that outdoor playgrounds in schools are used less due to health concerns and safety issues (Aktaş Arnas and Sarıbaş 2020). After the COVID-19 pandemic, schoolyards lacked confidence among students and staff due to hygiene and health conditions (Aral et al. 2020). It is recommended that school health teams be established and hygiene projects be coordinated by a team (WHO 2021). Providing training to school health teams and offering in-service training to teachers is also essential (CDC 2011). Countries with well-developed health services regulate school nurses’ duties and responsibilities through laws (Kesgin and Çağlar 2019). Similar practices should be implemented in Cyprus.

The recommendations by teachers to rectify deficiencies are realistic and doable. Installing game stations and renovating sports fields can improve the play environment and encourage activity (Blatchford et al. 2003). The focus on in-service training for teachers emphasizes the need for professional development to support children’s play experiences (Ramstetter et al. 2010).

Health, safety, and hygiene are essential elements affecting students’ well-being. Enhancing the number of janitors and improving cleanliness addresses these concerns (Dreibelbis et al. 2014). Installing camera systems and ensuring safe playground surfaces address safety issues (Tremblay Tremblay et al. 2000). Children tend to enjoy recess activities as they provide a break from classroom work and an opportunity to socialize and engage in physical play with their peers. Based on Piaget’s stages of cognitive development, primary school children are in the concrete operational stage. This stage is a crucial period in cognitive development when children gain the ability to think more logically about concrete objects and events, demonstrating a shift from purely intuitive reasoning to more systematic and organized thought processes (Rabindran and Madanagopal 2020). However, hygiene is an abstract term that refers to a set of practices and behaviors that promote and maintain health. It includes cleanliness, personal care, and sanitation. Therefore, it may seem unlikely that children’s perceptions of hygiene would be reflected in their drawings. Furthermore, students are taught hygiene in the first, second, and third grades, which focuses mainly on personal hygiene habits such as bathing, washing hands, and brushing teeth (MoNE, 2018). This may be another reason why children did not mention hygiene in their drawings. For example, Palavan (2023) conducted a study with first-, second-, and third-grade students on their perceptions of the concept of hygiene. The study found that students focused mainly on personal hygiene habits, which is another reason why children did not include details in their drawings.

Conclusion and recommendations

The analysis of students’ drawings unveils a predilection towards unstructured games and team-based activities, with minimal emphasis placed on the presence of supervision during recess. These findings are consistent with previous scholarly investigations, affirming students’ preference for playground equipment such as swings and slides. Notably, the depiction frequency of the “ball” surpasses that of indoor spaces like classrooms, whereas cognitive tools such as books and chess sets are depicted least frequently. Conversely, educators underscore the imperative of augmenting school safety through the presence of recess monitors and advocate for the establishment of sports facilities tailored to children’s developmental needs. They also argue that curriculums should be integrated with agricultural and environmental issues and that the education children receive in the classroom and the environment they live in should be parallel. Teachers state that the responsibility for organizing playgrounds also belongs to the Ministry of Education. At the same time, they emphasize that health, hygiene, and safety should be prioritized within school buildings and that concerns about the provision of medical personnel, canteen supervision, and maintenance of outdoor areas should be addressed. Another striking point in this study is that students’ free time preferences and educators’ perspectives are not similar. For example; while students prefer to be freer and more independent during break times, teachers find a more controlled process appropriate during break times. This finding emphasizes that a new study should be conducted on the content of activities. In the new study to be conducted, break activities should be addressed in education programs and suggestions should be made regarding a structured-free play balance.

This study offers some concrete suggestions for students’ multi-faceted development.

  • Schoolyards ought to be equipped with sufficient play apparatus and tailored to address students’ developmental stages.

  • Spacious areas conducive to team sports should be available to facilitate physical engagement and social interaction.

  • School gardens should be arranged in a way that contributes to children’s cognitive, physical, and emotional development.

  • The Ministry of National Education should establish a new expert team including managers, teachers, parents, and students to review and update the existing standards regarding how school gardens should be arranged, break conditions, and processes.

  • All schools should be inspected by the relevant and competent authorities in terms of security, hygiene, and health according to the developments of the era and developments.

  • In future studies, obtaining opinions from all stakeholders, not just teachers and students, will provide a more detailed picture.

  • Educational institutions should maintain medical teams, inclusive of nurses or individuals trained in first aid.

  • Staffing levels at schools should correspond to the student population.

  • Students should undergo training in recreational activities under the supervision of educators.

  • Ongoing professional development opportunities should be provided to teachers to assist students in effectively utilizing their leisure time.

  • The Ministry of National Education should allocate financial resources to facilitate the development of schoolyards, infrastructure, and technological resources.

Future research recommendation

Gathering feedback from a diverse array of stakeholders including teachers, students, school administrators, and families would be advantageous. Incorporating perspectives from various demographic groups can significantly enhance the quality of collected data (Tümen-Akyıldız and Ahmed 2021). In addition to students’ drawings, conducting in-depth interviews with them would address individual differences in visual skills (Smedler and Törestad 1996). It is advisable to utilize observation techniques in conjunction with interviews and document analysis (Carter et al. 2014). This approach allows for the integration of perspectives from internal stakeholders within the school with those of external researchers, potentially yielding comparable findings.