Children’s views and experiences of environmental physical characteristics in primary schools: a systematic review of qualitative studies

School settings are important for school-aged children’s growth and development. Children’s views of the school environmental physical characteristics are closely linked to their overall well-being. This review synthesized qualitative studies exploring children’s views and experiences, aiming to identify key environmental themes from children’s perspectives. A comprehensive search was conducted, identifying 45 eligible qualitative studies. The findings indicate that children can perceive diverse environmental physical characteristics, categorized into three themes: 1) environmental support for children’s play and activities, 2) environmental perceptions related to learning experiences, and 3) other environmental preferences and satisfaction. These characteristics impact children across dimensions including facilitating play, physical, and social activities; supporting learning; strengthening place attachment; and promoting emotional relaxation. Even younger children can clearly express their views. Gender and age differences are observed in play- and activity-related aspects. Methodologically, interviews were the most common data collection technique, with informal formats, photo sorting, and photo elicitation proving effective for engaging children. Triangulation enhanced the rigor and depth of the data. We recommend more qualitative studies on environmental aspects beyond play-related to clarify future quantitative directions, and focus on the needs of specific child populations (e.g., ages, genders) and targeted school environmental design and intervention.