Arts in nature can strengthen economically disadvantaged students’ well-being and environmentally sustainable behaviors Arts in nature practices may offer substantial benefits for children’s well-being. However, children in economically disadvantaged schools have less access to both nature and the arts. This study was conducted to address concerns for children’s well-being, growing disconnect from nature, limited engagement with the arts in school curricula, and socioeconomic disadvantage and inequality. The aim of the study was to explore how an arts in nature practice, “Artscaping,” influenced children’s well-being through the development of a range of eco-capabilities identified by prior research.
The study was conducted with 101 children (age 7–10 years) in third to fifth grade at two primary schools in England. The study intentionally focused on children living in areas of high deprivation. One school was located in an inner city and the other in a suburban setting. Both schools were in areas of economic disadvantage as measured by the Income Deprivation Affecting Children Index. Children spent eight full days, across eight consecutive weeks, in artist-led Artscaping sessions on school grounds that focused on a variety of nature-based art activities, such creating land art and painting aspects of the environment. Researchers collected data through: 1) participant observations and fieldnotes during Artscaping sessions; 2) end of day daily reflective sessions held with artists and teachers; and 3) interviews with artists and teachers at the end of the program and follow-up interviews held after two months. Qualitative analysis was conducted using the eco-capabilities framework, previously developed by the study’s lead author, that focused on development in the areas of autonomy, bodily integrity and safety, human relationality, nonhuman relationality, senses and imagination, mental and emotional wellbeing, spirituality, and identity.
Analysis revealed how children’s well-being was supported through the development of the eight eco-capabilities by creating art in nature. <em>Autonomy </em>was evident in children’s newly developing confidence, self-reliance, and sense of agency. Teachers reported that gains in confidence positively impacted learning during regular classroom days, particularly for children who typically struggled in the classroom setting. <em>Human relationality</em> emerged in the relationships that developed among children as well as between children and teachers or artists. “Both children and adults felt a sense of increased collaboration but also an understanding, compassion and respect for one another that flowed into their wider relationships.” The most frequently observed eco-capability was <em>relationality with the nonhuman world</em>, which revealed that children developed a greater awareness of and a more meaningful connection with nature. Children became protective of nature and demonstrated care for plants and small animals. <em>Bodily integrity and safety</em> were observed through children’s physical interactions, which supported physical safety. Additionally, a sense of freedom related to being outdoors and to being able to initiate their own learning experiences enabled relaxation and comfort. As children became more comfortable in outdoor spaces, individual and collective<em> identity </em>were developed, providing a stronger sense of confidence in expressing themselves. The eco-capabilities<em> senses and imagination</em> were apparent in children’s creative and sensory engagement with nature. <em>Spirituality</em> was reflected in children’s care for nature as well as through a sense of tranquility in nature. Finally, improved <em>mental and emotional well-being </em>was reported by artists, teachers, and parents who felt that children were happier and calmer. Art in nature also supported children in articulating their emotions and even processing grief and loss.
Analysis also identified the pedagogical processes which supported children’s development of eco-capabilities. Findings highlight four main program elements: 1) consistent and dedicated time to creating art which allowed children to become familiar with nature and program routines; 2) embodied practice that emotionally engaged children and helped them to rediscover familiar outdoor spaces; 3) “slowliness” which provided ample time and space to connect nature; and 4) emotional expression that fostered children’s mental and emotional well-being.
The study demonstrates “how an artistically enriched and liberated experience of a very familiar outdoor place can provide children with the opportunities to grow and develop the kinds of capabilities that are needed for a flourishing life.” The arts in nature practice strengthened mental health and well-being while offering an empowering approach to developing sustainable environmental behaviors. Arts in nature also supported learning, with students demonstrating improved confidence and relationships in the classroom. Findings are especially important for ensuring the well-being of “children who have been structurally disadvantaged and, therefore, have been shown to have both greater risk of poor mental health and wellbeing, and less access to the arts and nature.”
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