The Natural School Counselor: Using Nature to Promote Mental Health in Schools

Flom, Barbara; Johnson, Carol; Hubbard, Jodi; Reidt, David

doi:10.1080/15401383.2011.579869

Cited by 9 publications

(3 citation statements)

References 17 publications

(28 reference statements)

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“…Indeed, school green spaces showed positive effects on students, both in terms of better health and higher engagement in lessons, improving critical thinking skills, problem-solving abilities, and enhancing sense of independence, motivation, and responsibility [44,[74][75][76]. Outdoor lessons triggered students' desire to learn in a natural environment [77], also promoting children's imaginative play and the development of social positive relationships [78][79][80]. Furthermore, outdoor experience enhanced students' emotional responses [81].…”

Section: Discussionmentioning

confidence: 99%

The Effect of School Design on Users’ Responses: A Systematic Review (2008–2017)

et al. 2020

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This systematic review focused on the effect of the educational environment design on students’ and teachers’ performance, satisfaction, and wellbeing. Starting from a bulk of 1307 articles, a set of N = 68 empirical papers was selected and organized on the basis of four different content clusters, i.e., architectural building design and aesthetic features, indoor environmental features, classroom design, and school green spaces/outdoor spaces. From the analysis of research findings, the key role of pleasant, warm, and flexible learning environments emerged, for promoting both wellbeing and performance of users. More specifically, the presence of charming colors and pictures, ergonomic furniture, and adequate acoustic, thermal comfort, ventilation, and natural lighting have emerged as important features that school designers should care for. Furthermore, an integration of both indoor and outdoor learning situations showed to be effective for improving students’ learning and wellbeing.

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Section: Discussionmentioning

confidence: 99%

The Effect of School Design on Users’ Responses: A Systematic Review (2008–2017)

et al. 2020

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“…18 In children, outdoor activity is associated with improved cognition, better test scores, increased social skills, confidence, positive school engagement, and reduced attention-deficit/hyperactivity disorder (ADHD) symptoms. 19 Additionally, active play is necessary for optimal child development and academic success. 20 The research is clear: Exposure to nature and natural views helps keep us healthy, clears our thinking, and lifts our mood.…”

Section: Healthy Brain Healthy Minds Healthy Heartsmentioning

confidence: 99%

EXSEED — EXcellence in STEM Experiential EDucation

Aree¹,

Espina²

2022

JAE

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“…Based on research grounded on both ART and SRT regarding the benefits of exposure to nature, we hypothesized the positive effect of the green environment for attention (Hypothesis 1), math calculation (Hypothesis 2), affective state (Hypothesis 3), and perception of environmental restorativeness (Hypothesis 4). That is, greater performances after the lesson in the greenness than in the classroom, as well as greater affective state and perception of the green environment as nature distracts less by irrelevant stimuli, thus depletes the limited attentional resources less [ 23 , 50 ] and induces more emotional wellbeing [ 4 , 51 ] compared to the classroom environment. Moreover, we explored the moderating role of emotional difficulties in the relationship between the environment and the dependent variables.…”

Section: Introductionmentioning

confidence: 99%

Lessons in a Green School Environment and in the Classroom: Effects on Students’ Cognitive Functioning and Affect

Masón

Manzione

Ronconi

et al. 2022

IJERPH

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The positive impact of short-term exposure to nature during a green recess in a school day is documented in the literature. In this study we investigated cognitive, academic, and affective effects of a single contact with nature during a regular school lesson in the greenness, compared to an usual classroom lesson, on young students in second and third grades (N = 65). In a within-subjects design, for the cognitive effects we examined children’s (a) selective and sustained attention and (b) math calculation performance in common school tasks. For affective effects we considered (c) their positive and negative mood and (d) the perception of environmental restorativeness. Findings revealed that after a single lesson taught in the green school garden, children had greater selective attention and math calculation performance in two tasks than after a similar lesson in the classroom environment. Moreover, children with higher self-reported emotional difficulties showed greater selective attention and reported a statistically significant increase in positive affect and a tendency to a significant decrease in negative affect after the lesson in the greenness than in the classroom. Students also perceived the green space as more restorative than the classroom environment. Results are discussed against theories on the benefits of exposure to natural environments, highlighting the theoretical and practical significance of the study.

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The Natural School Counselor: Using Nature to Promote Mental Health in Schools

Cited by 9 publications

References 17 publications

The Effect of School Design on Users’ Responses: A Systematic Review (2008–2017)

The Effect of School Design on Users’ Responses: A Systematic Review (2008–2017)

EXSEED — EXcellence in STEM Experiential EDucation

Lessons in a Green School Environment and in the Classroom: Effects on Students’ Cognitive Functioning and Affect

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