More than a View: School Landscape Features Are Associated with Improved Student Adjustment.

Area of Science:

• Environmental psychology
• Child and adolescent mental health
• Urban planning

Background:

• Natural features near schools are linked to improved student outcomes like focus and reduced stress.
• Limited research exists on the impact of school surroundings on student anxiety, depression, and behavioral issues.

Purpose of the Study:

• To investigate the association between school landscape elements (greenery and impervious surfaces) and student internalizing and externalizing problems.

Main Methods:

• Utilized data from the 2016 Minnesota Student Survey for 21,378 fifth-grade students.
• Assessed landscape features (tree canopy, grass/shrub cover, impervious surfaces) using GIS within 300- and 500-m radii of 268 metropolitan schools.
• Employed multilevel regression models to analyze the relationship between landscape characteristics and student behaviors, controlling for demographic factors.

Main Results:

• Schools with a higher percentage of impervious surfaces were associated with increased student externalizing behaviors.
• A marginal association was found between higher impervious surfaces and increased internalizing symptoms.
• No significant association was observed between tree canopy, grass/shrub cover, and student internalizing or externalizing behaviors.

Conclusions:

• The built environment, specifically increased impervious surfaces, around metropolitan schools correlates with higher externalizing behaviors in students.
• Further research is needed to explore the nuances of the built environment, different types of greenery, and their effects in various settings.
• Findings suggest potential for school landscape improvements to positively impact student behavior.