Researchers have discovered that dedicating just two hours a week for students to learn in a natural setting can significantly lessen emotional distress in 10- to 12-year-olds who faced major mental health challenges prior to this intervention.
A research team from McGill University and Université de Montréal’s Observatoire pour l’éducation et la santé des enfants (OPES), under the leadership of Sylvana Côté, has found that dedicating two hours each week to learning outdoors can significantly alleviate emotional distress in 10- to 12-year-old children who were experiencing severe mental health issues before the program started.
This study follows a UNICEF report highlighting the critical role of greenery in child development.
Published this week in JAMA Network Open, the research examined the impact of nature exposure on the behavioral and mental health symptoms of more than 500 school kids across Quebec during the spring of 2023.
At the end of a three-month period, teachers observed the most notable behavioral improvements in students who had originally exhibited the greatest difficulties, such as anxiety, depression, aggression, impulsivity, and social interaction issues.
Follow-up interviews with the teachers suggested that students became calmer, more relaxed, and more focused in class after spending time in nature.
“Our findings indicate that children with higher initial levels of mental health symptoms experienced more substantial reductions after the intervention,” states senior author Marie-Claude Geoffroy, an associate professor in McGill’s Department of Psychiatry, as well as the Canada Research Chair focused on Youth Mental Health and Suicide Prevention at the Douglas Research Centre.
“This implies that nature-based programs may provide targeted benefits for children facing greater mental health challenges, potentially leveling the playing field for students of various backgrounds,” added Sylvana Côté, co-author and a professor at Université de Montréal’s School of Public Health, where she holds the Canada Research Chair in the Prevention of Psychosocial and Educational Issues in Childhood.
Involving students from diverse economic backgrounds across Quebec
This study further builds on previous observational research but stands out as the first to employ a randomized controlled trial design to deliver solid evidence on the positive impacts of nature exposure for children.
Nearly 1,000 children participated, including those in the control group. All participants were aged 10 to 12, enrolled in grades five or six, and were drawn from 33 different elementary schools in neighborhoods representing a variety of socioeconomic statuses throughout Quebec. Every participating school was located within one kilometer of a park or green area. Half of the kids remained in school while the other half engaged in nature-based activities.
“The project’s conception arose during the pandemic, as there were concerns about the health implications of children spending excessive time indoors at school,” said Geoffroy. “My children and I frequently visit parks, and I have personally witnessed the benefits of being in nature for both me and them. This inspired the idea of creating a free and accessible program allowing school children to connect with nature while we measure its effects on their mood and behavior.”
To assess behavioral changes over the course of three months, both students and teachers from the control and intervention groups completed brief questionnaires designed to gauge children’s emotional and behavioral challenges, along with their strengths.
Integrating education with mental health-promoting activities
During the two hours spent outdoors each week, teachers were tasked with conducting their usual classes in subjects like math, language arts, or science. They were also encouraged to include a brief 10-15 minute mental health-focused activity, drawing from a resource kit created by the research team. Activities included drawing trees or mandalas, writing haikus, practicing mindful walking, and discussing nature’s life and death cycles, among others.
“Our findings are especially significant for educators, policymakers, and mental health professionals in search of cost-effective, accessible strategies to support at-risk students,” noted Tianna Loose, a post-doctoral fellow at Université de Montréal and the primary author of the study. “The intervention was affordable, well-received, and posed no risks, making it a promising approach for schools with access to green spaces.”
The researchers aim to build upon this study by working with adolescents to collaboratively design a nature-based intervention focused on enhancing well-being, addressing climate anxiety, and fostering a connection with the natural world.
