Nowhere to Play: Available Open and Green Space in Greater London Schools.

Experiencing outdoor space, especially natural space, during childhood and adolescence has beneficial physical and mental health effects, including improved cognitive and motor skills and a lower risk of obesity. Since school-age children typically spend 35-40 hours per week at schools, we quantified their access to open (non-built-up) space and green space at schools in Greater London. We linked land use information from the UK Ordnance Survey with school characteristics from the Department for Education (DfE) for schools in Greater London. We estimated open space by isolating land and water features within school boundaries and, as a subset of open space, green space defined as open space covered by vegetation. We examined the relationship of both school open and green space with distance to Central London, whether the school was fee-paying, and the percentage of pupils eligible for free school meals (as a school-level indicator of socioeconomic status). Almost 400,000 pupils (30% of all pupils in London) attended schools with less than ten square metre per pupil of open space-the minimum recommended area by DfE-and 800,000 pupils attended schools with less than ten square metre per pupil of green space. Of the latter, 70% did not have any public parks in the immediate vicinity of their schools. School green space increased with distance from Central London. There was a weak association between the school-level socioeconomic indicator and the amount of open and green space. Fee-paying schools provided less open space compared to non-fee-paying schools in central parts of London, but the provision became comparable in suburban London. Many London schools do not provide enough open and green space. There is a need to ensure regular contact with green space through safeguarding school grounds from sales, financially supporting disadvantaged schools to increase their outdoor space and providing access to off-site facilities such as sharing outdoor space with other schools.

A model of successful ageing in British populations.

BACKGROUND: European populations are ageing rapidly yet, although, it is widely recognized that some individuals age more successfully than others, an agreed concept of successful ageing remains elusive. We sought to develop a model of successful ageing in a British population, which combines the subjective and objective elements of successful ageing that have previously been proposed. METHODS: Structural equation modelling was used to provide a model of successful ageing, defined in subjective and objective terms. The data comprised 15,000 subjects aged ≥ 50 years in England, recruited to the Health and Lifestyle Surveys (HALS) (followed up >7 years) and the English Longitudinal Survey of Ageing (ELSA) (followed up >2 years). A model was developed using a 50% random sample from HALS and tested in the other 50% and in ELSA. We examined the association of risk of disease, functioning and engagement with society at baseline with confidence and continued engagement at follow-up. RESULTS: The model developed in the 50% sample of HALS was strong and reproducible in the other data sets. Low risk and good function at baseline are associated with confidence and continued engagement at follow-up, with engagement at baseline independently associated with engagement at follow-up. CONCLUSIONS: This model provides reproducible insights on the nature of ageing well, confirming the importance of personal resilience and continued involvement in physical and social activities. Far from retiring, engagement with life and society should be the norm for ageing populations.