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

这项定性研究将探索基于自然的幸福干预措施在英格兰城乡小学中的使用和有效性，探索教师和学生的观点和经验。尽管有明确的证据表明，暴露在自然环境中有幸福的好处(例如Ulrich 1991)，以及在学校以外的地方广泛使用基于自然的幸福干预措施，例如在痴呆症护理中(Natural England 2016)，但关于它们在学校的使用缺乏证据。随着儿童精神病发病率的增加和在削减开支的同时对心理健康服务的需求，学生的幸福水平较低，由于越来越多地认识到学校在儿童福祉和心理健康方面的作用(IPPR 2016)，以及在让学生参与现有福祉支助方面的困难(DFE 2017)，需要进一步研究，以确定有效的干预措施。7.7%的小学生有诊断出的心理健康问题，还有许多其他小学生处于危险之中(Layard，2011)，这使得主要背景高度相关。例如，关于城市地区儿童自然环境暴露的相互矛盾的证据，MOSS描述城市地区更难接触到自然环境(2012年)，而Lin等人说。指出，暴露与对自然的兴趣有关，而不是与其接近(Lin等人)。因此，这项研究将对现有文献进行补充，确定基于自然的幸福干预措施在城乡小学有效预防和治疗贫困儿童幸福和心理健康方面的使用和有效性，从而确定其可行性。

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.