Nature contact can help alleviate ADHD symptoms, but more rigorous and nuanced research is neededThis mini-review of the literature focused on the benefits of nature contact for children with attention deficit hyperactivity disorder (ADHD). The review was based on the idea that environments capable of restoring depleted resources (such as attention) might be especially helpful for children with ADHD who face attention challenges. Scientific evidence supports the Attention Restoration Theory (ART), which indicates that people can concentrate better after spending time in nature or even looking at scenes of nature. The specific purpose of this mini-review was to provide an overview on what’s already been done on restorative research among children with ADHD and to offer new directions for future research and nature-based interventions in the ADHD field.
The literature discussed in this article presents “some scientific evidence that being exposed to Nature leads to recovery among ADHD children.” This beneficial outcome applies to nature contact in both residential and educational settings. In residential settings, greater exposure to nature was associated with lower problematic behavior in children, in particular aggressive behaviors and attention problems. Conclusions drawn from research in educational settings included the idea that “spending time outdoor during preschool protects against developing attention deficit hyperactivity disorder in the future.” For children already experiencing ADHD, play in green settings is associated with less severe attention deficits; and the greener the play area, the stronger the association. Two quasi-experimental studies add support to the idea that time in natural environments can reduce impulsivity and inattention in children with ADHD.
This review identified several gaps in the literature relating to the benefits of nature for children with ADHD. Suggestions for addressing these gaps include implementing different types of nature (including “blue” settings, such as rivers and lakes, and different types of “green” settings, such as grassy lawns and virtual nature) to examine which specific characteristics lead to recovery or restoration. Elements in the built outdoor and indoor environment also need to be considered in relation to recovery or restoration for children with ADHD. Other suggestions highlight the importance of longitudinal and experimental studies investigating the amount and frequency of nature exposure needed to achieve a long-lasting effect and improve the daily quality of life of children and families affected by ADHD. Finally, the social context of children’s restoration needs to be considered, as children with ADHD often experience difficulties in establishing and maintaining positive social relationships. Engagement with nature is known to promote social interactions.
Two final suggestions offered by the researchers focus on the need (1) “to examine attention through a continuum from attentional fatigue to attention restoration obtainable through the psycho-physiological restorative process” and (2) “to let Nature be a buffer from daily demands amongst ADHD children.”
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