Epidemiological studies have established positive associations between urban nature, cognitive development and mental health. However, why specifically these health benefits are received remains unclear, especially in adolescents. We used longitudinal data in a cohort of 3,568 adolescents aged 9 to 15 years at 31 schools across London, UK to examine the associations between natural environment types and adolescent's cognitive development, mental health and overall well-being. We characterised natural environment types in three tiers, where natural space was distinguished into green and blue space, and green space was further distinguished into woodland and grassland. We show that, after adjusting for other confounding variables, higher daily exposure to woodland, but not grassland, was associated with higher scores for cognitive development and a lower risk of emotional and behavioural problems for adolescents. A similar but smaller effect was seen for green space, but not blue space, with higher scores for cognitive development. Our results suggest that urban planning decisions to optimise ecosystem benefits linked to cognitive development and mental health should carefully consider the type of natural environment included.
Previous research has shown that cognitive development is sensitive to socio-economic status (SES) and multilinguistic experiences. However, these effects are difficult to disentangle and SES may modulate the effects of multilingualism. The present study used data from a large cohort of pupils who took part in the Study of Cognition, Adolescents and Mobile Phones (SCAMP) at ages 11–12 (T1) and 13–15 years old (T2). Cognitive measures were derived from tasks of cognitive flexibility, verbal, spatial and visuo-spatial working memory, speech processing and non-verbal reasoning. Using SES information collected through questionnaires (school type, level of deprivation, parental education and occupation), the sample was clustered into high/medium/low SES groups. Comparisons focused on 517 monolingual and 329 multilingual pupils in the high/low SES groups. Having controlled for multiple comparisons, the results indicated a significant beneficial effect of bilingualism in measures of working memory, visuo-spatial processing and non-verbal reasoning. These effects were present in both high and low SES individuals and sustained at both times of development, with a particularly significant improvement of working memory abilities in low SES bilinguals at T2 as compared to monolingual peers. Theoretical and practical implications of these findings are considered and guidance for educators is discussed.
Life in urban areas is associated with adverse human health effects, including risks of developing cognitive problems and mental health issues. Many epidemiological studies have established associations between urban nature, cognitive development and mental health, but why specifically we receive these health benefits remains unclear, especially in children. Here, we used longitudinal data in a cohort of 3,568 children aged 9 to 15 years at 31 schools across London to develop a model and examine the associations between natural habitat type, and children’s cognitive development and mental health. We show that, after adjusting for other environmental, demographic and socioeconomic variables, higher daily exposure rates to natural habitat and particularly woodland were associated with enhanced cognitive development and mental health from late childhood to early adolescence. Our results suggest that optimising ecosystem services linked to cognitive development and mental health benefits should prioritise the type of natural habitat for sustainable urban planning decisions.
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