Exploring the feasibility of nature-based wellbeing interventions within primary schools in England

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This qualitative study will explore the use and effectiveness of nature-based wellbeing interventionswithin urban and rural primary schools in England, exploring the perspectives and experiences ofteachers and pupils.Despite clear evidence that nature exposure has wellbeing benefits (e.g. Ulrich 1991), and thewidespread use of nature-based wellbeing interventions away from school e.g. in dementia care (NaturalEngland 2016), evidence is lacking around their use in schools.With increasing incidence of child mental illness and demand on mental health services at a time of cuts,low levels of pupil wellbeing, increasing recognition that schools have a role in child wellbeing andmental health (IPPR 2016) and difficulties in engaging pupils in existing wellbeing support (DfE 2017),further research is needed to identify effective interventions. 7.7% of primary pupils have a diagnosedmental health issue, with many others at risk (Layard 2011), making the primary context highly relevant.With conflicting evidence around children's nature exposure in urban areas, for example, Moss describesnature as more difficult to access in urban areas (2012), while Lin et al. state that exposure is morerelevant to having interest in nature, rather than its proximity (Lin et al. 2014), there is a need to studythis nature-based wellbeing interventions across rural and urban primary schools.This study will therefore add to existing literature by determining the use and effectiveness, andtherefore the feasibility, of nature-based wellbeing interventions to effectively prevent and treat poorchild wellbeing and mental health in urban and rural primary schools.