Psychological benefits of a biodiversity-focussed outdoor learning program for primary school children
Psychological benefits of a biodiversity-focussed outdoor learning program for primary school children
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DOI：
10.1016/j.jenvp.2019.101381
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发表时间：
2020-02-01
影响因子：
6.9
通讯作者：
Watling, Dawn
中科院分区：
文献类型：
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作者：
Harvey, Deborah J.;Montgomery, Louise N.;Watling, Dawn
这项调查旨在发现让学龄儿童（8-11岁）与自然接触是否可以长期持续改善情绪和健康。我们设计了一个以生物多样性为重点的活动计划，在学校的场地上进行了一个学年。参与该计划产生了显着改善儿童的情绪和福祉，这是整个学年持续。在没有参加这些活动的儿童对照样本中，没有发现幸福感的改善。最初与自然联系较低的儿童在参与过程中变得更加紧密。因此，将与自然接触纳入学校课程可能是改善儿童心理健康的低成本方法。
This investigation sought to discover whether engaging school children (aged 8-11) with nature could produce sustained improvements in mood and wellbeing in the long-term. We designed a program of biodiversity-focused activities carried out over one academic year in the school grounds. Participation in this program produced significant improvements in children's mood and wellbeing, which were sustained across the academic year. Improvements in wellbeing were not found in a control sample of children who did not take part in the activities. Children with initially lower feelings of connection to nature became more connected over the course of their participation. Building engagement with nature into school curricula could therefore be a low-cost way to improve children's psychological wellbeing.