Health

New Study Shows How Nature-Based School Programs Can Help Alleviate Mental Health Issues In Children

A recent study from Canada highlights the significant mental health benefits that spending time in natural environments can have for children aged 10 to 12. The findings underscore the value of integrating nature-based interventions into school settings, especially for those students experiencing emotional distress. The study suggests that with relatively minimal investment, nature-based programs could play a crucial role in supporting vulnerable children in educational contexts.

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Nature as a low-cost solution to mental health challenges

Published in JAMA Network Open, the study reveals that as little as two hours per week spent outdoors in a natural setting can substantially reduce mental health symptoms like anxiety, depression, and impulsivity among children with existing emotional challenges. Researchers suggest that a simple, school-based nature program could offer a cost-effective way to support vulnerable children, improving their mental well-being without the need for complex or expensive treatments.

The research, led by experts from McGill University and the University of Montreal, involved more than 500 schoolchildren across Quebec. In the spring of 2023, children in the study were split into two groups: one continued with their regular classroom routines, while the other participated in a nature-based program. This type of program is an important step forward in improving children’s mental health by leveraging existing green spaces and outdoor time.

Positive outcomes for children with significant mental health struggles

The results were striking. After three months of spending two hours each week in nearby parks, children with the most severe mental health symptoms at the start of the program showed notable improvements. Teachers observed that these children became more calm, relaxed, and engaged in the classroom. Emotional distress, such as anxiety and depression, decreased significantly, and impulsivity and social issues with peers were less pronounced.

“The biggest changes in behavior occurred in children with the most significant problems at the outset,” said Professor Marie-Claude Geoffroy, a senior author of the study. This finding supports the idea that nature-based programs may be particularly beneficial for children who are most vulnerable, acting as an “equalizer” of sorts in terms of mental health outcomes.

Teacher observations: children become more attentive and calm

The positive effects of the nature program were not limited to the children’s emotional well-being. Teachers reported that children who participated in the outdoor activities were more attentive and better behaved in class. Many teachers observed that the calming nature of the outdoor activities helped children refocus and regulate their emotions, which contributed to better classroom performance.

These findings align with prior research that suggests spending time in nature can reduce stress and increase cognitive performance. The natural world provides a respite from the overstimulation of modern life, helping children reconnect with themselves and the world around them.

“This suggests that nature-based programs may offer targeted benefits for children with higher levels of mental health vulnerabilities and potentially act as an equalizer of mental health among school-age children,” added Professor Sylvana Côté, another key contributor to the study from the University of Montreal.

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Rigorously designed research validates nature’s positive impact

What sets this study apart from previous research is its use of a randomized controlled trial (RCT), considered the gold standard in research design. While earlier observational studies have suggested that time spent in nature can improve mental health, this trial provides the most robust evidence yet to confirm these benefits. RCTs are particularly valuable because they control for external factors, ensuring that the results can be directly attributed to the intervention itself.

All participating schools were located within a mile of a park or green space, ensuring easy access to natural environments. Half of the children remained in their usual classroom routines, while the other half engaged in the nature-based program, which involved outdoor learning sessions, along with mental health-promoting activities. The study’s well-structured design strengthens its findings, providing a clearer picture of how time in nature can positively influence children’s behavior and emotional health.

A simple, low-cost intervention with high potential

The intervention was designed to be simple, accessible, and cost-effective. Each week, participating children spent two hours outdoors during their regular school time. Teachers were instructed to incorporate mental health-focused activities during these outdoor sessions. Some of the activities included drawing trees, writing haikus, and practicing mindful walking—exercises that are not only creative but also promote emotional well-being.

The simplicity of this intervention is part of its appeal. There is no need for specialized equipment or expensive resources, and the activities are easy to implement in any outdoor setting. Study lead author Tianna Loose, a post-doctoral fellow at the University of Montreal, emphasized that the intervention was low-cost, well-received, and—crucially—posed no risks to participants. These features make it a promising strategy for schools seeking to enhance their students’ mental health without breaking the budget.

Nature-based programs: a promising strategy for schools

Given the positive outcomes and minimal cost, nature-based mental health programs have the potential to become an invaluable tool in schools across the globe. The program could be implemented in any school with access to a park or green space, making it a feasible option for even underfunded schools. As the research highlights, integrating nature into the school day could be a simple but highly effective way to improve mental health outcomes for children, particularly those facing emotional distress.

As Professor Geoffroy remarked, “My kids and I spend lots of time in parks, so I’ve seen the benefits of spending time in nature, both for myself and for them.” This study offers compelling evidence that those benefits can extend to children in school settings, helping them navigate mental health challenges and find balance in an increasingly stressful world.

This breakthrough suggests that a small amount of time outdoors—when structured thoughtfully—can lead to significant mental health improvements. With rising concerns about children’s mental well-being, especially after the pandemic, integrating nature-based solutions into education systems could be an essential step forward in promoting healthier, more resilient youth.