Nature-based interventions designed to boost nature connectedness also support beneficial behaviors for learning, according to reviewDespite widespread recognition of the benefits of nature connectedness (NC), children and young people (CYP) have few opportunities to engage with nature and are therefore becoming increasingly disconnected from nature. In addition to supporting NC, experiences in nature have also been shown to be important for enhancing learning behaviors and cognitive functions that support improved academic achievement. This systematic review was conducted to synthesize the findings of studies that examined the impact of nature-based interventions on both NC and behaviors for learning (BFL) to identify approaches that can be implemented in educational settings to support these attributes. The researchers define BFL as the “emotional, social, and cognitive factors that underpin learning behaviors,” which include attention, working memory, social skills, and emotional regulation, among others. While research has mainly considered NC and BFL independently of each other, this review investigates the potential of nature-based interventions to support simultaneous improvements in both outcomes.
A team of U.K.-based researchers searched academic databases and the gray literature to identify studies that examined the impact of outdoor nature-based interventions on NC and BFL in children and young people (age 0–29). Only interventions that actively engaged participants with nature in the outdoors were considered. The studies also had to assess at least one BFL measure (such as self-regulation or attention); however, the interventions did not have to occur in an educational setting. Qualitative, quantitative, and mixed-methods studies that were published in English in peer-reviewed journals between 2003 and 2023, as well as PhD theses, were eligible for inclusion. Quantitative studies were only included if they used a control or comparison group or pre-post measures of NC. A total of 22 studies (from 21 publications) met these criteria and were included in the review. The studies were published between 2009 and 2023 and included 13 quantitative, two qualitative, and seven mixed-methods studies. The quantitative studies included two randomized control trials (RCTs) and one quasi-RCT. Assessment of study quality found that eight studies were strong, 11 were moderate, and three were weak. The studies were largely conducted in North America or the U.K. Several studies were also conducted in Asia, and one study was conducted in Africa. Participants in the studies ranged between the ages of two and 29; however, most studies involved primary or secondary school-age participants. Some of the studies included special populations, such as children at risk of being excluded from mainstream school, orphaned children, children with behavioral challenges, and economically disadvantaged children. The studies examined a variety of nature interventions, the majority of which were not held in educational settings. The duration, frequency, and intensity of the interventions also varied. Qualitative and quantitative data were synthesized across studies to identify impacts on NC and BFL.
Overall findings regarding nature connectedness revealed that, for the most part, the interventions improved NC. Out of 13 quantitative studies, eight (including both RCTs) reported that their interventions increased NC. Of the studies that did not report a change in NC, several had methodological issues (such as the use of adapted NC scales), which may have influenced the results. Additionally, the quasi-RCT did not assess NC post-intervention, and, therefore, did not report a change in NC. Importantly, nearly all of the studies that examined “small-scale, low-key nature-based activities,” such as walking, reflecting, and playing reported increased NC. Findings also call attention to the variety of NC scales used by quantitative studies, which were mainly unvalidated for use with children. Among qualitative studies, one study reported themes related to psychological and social benefits, but not NC, while the other documented enhanced NC. The quantitative and qualitative findings reported by three of the four mixed methods studies showed improved NC. Here, themes included “nature discovery,” “plants as companions,” “being more aware of the impact of the environment on emotions,” and “feeling refreshed by beauty of the forest.”
Findings focused on BFL revealed consistent gains. Quantitative studies examined a range of BFL, including social skills, problem solving, creative reasoning, attention, motivation, self-esteem, working memory, and inhibition. Findings suggested that the interventions had “a very strong impact” on BFL, “with improvements in at least one BFL measure in 10 of the 13 studies.” Qualitative studies also “indicated that time in nature supported the development of a wide range of BFL, including mood/emotional regulation, sense of self/self-esteem, creativity, problem-solving, group cohesion/belonging, social skills, communication, engagement, friendships/relationships, and resilience.” Finally, the same three (out of four) mixed methods studies that reported gains in NC also found improved BFL, such as reduced anxiety and improved engagement, social connection, and attendance. Across studies, five main BFL categories were identified: (1) social skills; (2) self-concept (self-esteem, self-regulation, resilience); (3) attention and engagement; (4) motivation and independence; and (5) other (creativity, problem-solving abilities). Among these, improved social skills and self-concept were most frequently reported.
The review contributes to a growing body of evidence showing that there are a variety of practical and inexpensive approaches to improve NC and BFL in children and young people. Findings suggest that participating in activities designed to increase NC is also highly beneficial for BFL, which can support academic success. Therefore, educators might “view NC activities not as ‘something else’ to do, but as a means of fertilising the cognitive soil in which a wide range of BFL can grow.” The review also calls attention to the paucity of research conducted in schools, which makes it difficult for educators and policymakers to target efforts for implementing nature-based activities aimed at improving NC or BFL.
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