Psychological benefits of a biodiversity-focussed outdoor learning program for primary school children. (February 2020)

• Record Type: Journal Article
• Authors: Harvey, Deborah J.; Montgomery, Louise N.; Harvey, Hannah; Hall, Felix; Gange, Alan C.; Watling, Dawn
• Is Part Of: Journal of environmental psychology. Volume 67(2020)
• Publication Date: 2020-02
• Subjects: Outdoor education -- Biodiversity -- Mood -- Primary education -- Wellbeing -- Biophilia; Environmental psychology -- Periodicals; Environment -- Periodicals; Psychology -- Periodicals; 155.905
• DOI: 10.1016/j.jenvp.2019.101381
• Languages: English
• ISSNs: 0272-4944

Abstract

Abstract: This investigation sought to discover whether engaging school children (aged 8–11) with nature could produce sustained improvements in mood and wellbeing in the long-term. We designed a program of biodiversity-focused activities carried out over one academic year in the school grounds. Participation in this program produced significant improvements in children's mood and wellbeing, which were sustained across the academic year. Improvements in wellbeing were not found in a control sample of children who did not take part in the activities. Children with initially lower feelings of connection to nature became more connected over the course of their participation. Building engagement with nature into school curricula could therefore be a low-cost way to improve children's psychological wellbeing. Highlights: Taking part in nature-focussed activities improves children's mood and wellbeing. The activities can be delivered at low cost in the local area; e.g. school grounds. Connection to nature can be improved by participation in the activities.