Nature and art together can support the mental and emotional well-being of children in disadvantaged communitiesNature-based and art-based interventions have been widely recognized as effective approaches for supporting children’s mental health wellness. While the link between nature and well-being and art and well-being have been established, very few studies have considered the incorporation of nature and art together. This study aimed to clarify how the mental and emotional well-being of children can be supported through an arts-in-nature program. The research focuses on children who live in areas of high deprivation and generally have reduced access to both the arts and nature, while being at greater risk of mental health challenges.
Arts-in-nature is a program focused on nature-inspired artmaking designed to engage children with the outdoors, including drawing, sculpting, and performing, along with discussions to encourage environmental awareness and sustainable behaviors. A total of 101 children ages 7–10 from two primary schools, located in economically disadvantaged areas in the United Kingdom took part in the study. One school was situated in an inner-city while the other was suburban. The arts-in-nature program took place in the schoolyard and adjacent natural areas for eight full school days over the course of eight consecutive weeks and was facilitated by a team of seven artists, four teachers, and two head teachers. Data collection utilized a mixed-methods approach. Children participated in “walk-and-talk focus groups” a week before and a week after the program. On the walks, small groups of children shared their perspectives of spaces on school grounds. During the program, researchers served as participant observers and kept fieldnotes. Artists and teachers participated in reflective focus groups after each program session and were interviewed by the researchers. The researchers also incorporated arts-based data sources which focused on children’s drawings of “happy places” both before and after participation in the program and creative writings. Additionally, well-being was assessed before and after the program using the Personal Wellbeing Index questionnaire.
Analysis documented four central findings that demonstrate how the arts-in-nature program supported children’s mental and emotional well-being: 1) self-confidence and self-esteem, 2) development of agency, 3) slowliness and calmness, and 4) connectedness with nature. Children’s self-confidence and self-esteem, which teachers reported to be low prior to the program, made gains through working with professional artists, having space for emotional expression, re-framing mistakes as “creative accidents,” and establishing collaborative relationships. Teachers reported that students’ newly emerging confidence and empowerment were also expressed during academic learning in the classroom. The development of agency was apparent in children’s ability to respond to different situations without relying on an adults’ help, which was especially valuable for children with special needs. Agency was also evident in their taking responsibility for outdoor spaces and the actions they could take to protect their spaces from negative effects, such as litter. “Slowliness” was an impactful component of the program in that there was time for creative processes and children’s ideas to be fully explored in a calm and relaxing environment. “Embedding slowliness into the practice offered children a space to be mindful, notice and appreciate the beauty of their surroundings, such as the sky, flowers, and creatures in nature,” which was beneficial for children with adverse childhood experiences. The arts-in-nature program also provided children a way to connect with nature and explore environmental issues. Building a sense of connectedness with nature was especially important to children from historically underrepresented groups and others who did not have access to nature outside of school. Some children indicated that they were spending more time in nature with their families, and others reported feeling like they were a part of nature as a result of the program.
Connectedness with nature was also evident in children’s “happy place” drawings. After the program, nature was the focus of 75 drawings, compared to 34 drawings prior to the program. Children described feeling happy and calm when asked how they feel about being in nature. Teachers, too, reported gains in their own connectedness to nature and overall well-being. Additionally, the wellbeing questionnaire was completed by 95 children. Although significant differences between pre- and post-tests were not detected, a majority of children (56 out of 95) rated their wellbeing higher after participation in the program.
Overall, the research determined that children experienced improvements in their mental and emotional well-being as well as greater connection to nature through the arts-in-nature program. While they did not reach significant levels, positive changes were also indicated by children’s self-reported well-being. The program’s approaches contributed to children’s self-esteem and sense of agency while supporting their emotional expression and connection to nature, practices which researchers deemed particularly valuable for “children who are traditionally disenfranchised from classroom spaces.” The findings are especially important in light of mental health disparities and equity issues surrounding access to nature in disadvantaged communities.
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