Lessons in a Green School Environment and in the Classroom: Effects on Students' Cognitive Functioning and Affect

Area of Science:

• Environmental Psychology
• Child Development
• Educational Psychology

Background:

• Short-term nature exposure, like green recess, benefits students.
• Research is needed on single nature-based lessons during school hours.

Purpose of the Study:

• To investigate the cognitive, academic, and affective impacts of a single nature-based lesson compared to a classroom lesson.
• To assess effects on selective/sustained attention, math performance, mood, and environmental restorativeness in young students.

Main Methods:

• Within-subjects design with 65 second and third graders.
• Compared a lesson in a school garden versus a classroom setting.
• Assessed cognitive (attention, math) and affective (mood, restorativeness) outcomes.

Main Results:

• Students showed improved selective attention and math calculation after the nature lesson.
• Children with emotional difficulties experienced greater attention gains and mood improvements.
• The green space was perceived as more restorative than the classroom.

Conclusions:

• A single lesson in nature can enhance cognitive and affective well-being in children.
• Nature-based learning offers significant theoretical and practical benefits for schools.
• Integrating nature into the school day is a valuable strategy for student development.