Spending just two hours a week in a natural environment can significantly reduce emotional distress in children. A groundbreaking study from McGill University and Université de Montréal’s Observatoire pour l’éducation et la santé des enfants (OPES) reveals this.
This research builds on growing evidence of the positive impact of green spaces on children’s well-being. It supports findings from a recent UNICEF report. The report emphasizes the importance of nature for child development.
The study was published in JAMA Network Open. It investigated the effects of nature exposure on over 500 schoolchildren across Quebec during the spring of 2023. Researchers focused on children showing high levels of mental health symptoms like anxiety, depression, aggression, and social issues. Over the course of three months, children participated in nature-based activities. They showed notable improvements in their emotional and behavioral health.
Teachers noted that children exposed to nature were calmer, more attentive, and more relaxed in the classroom. Those with the most significant mental health challenges at the outset showed the greatest reductions in symptoms. This suggests that nature-based interventions can be particularly effective for children who are most vulnerable.
KEY FINDINGS: NATURE AS AN EQUALIZER
Dr. Marie-Claude Geoffroy, senior author and Associate Professor at McGill University, explained that the study’s results have significant implications. They indicated that nature programs could act as an equalizer of mental health. These programs provide targeted benefits for children with higher levels of vulnerability. Sylvana Côté, co-author and Professor at Université de Montréal, emphasized that the findings are promising for educators. The findings offer hope to mental health professionals. Policy-makers are looking for accessible and low-cost ways to support vulnerable children.
THE NATURE INTERVENTION: A SIMPLE YET EFFECTIVE SOLUTION
The study used a randomized controlled trial. It involved approximately 1,000 children from 33 elementary schools in Quebec. These children represented various socioeconomic backgrounds. All the schools were located within one kilometre of a park or green space. Half of the children participated in the nature-based intervention.
For two hours each week, children left their classrooms to engage in outdoor activities. Teachers incorporated subjects like math, science, and language arts into the natural setting. To further promote mental health, teachers conducted short activities. These included mindful walking, drawing, and writing haikus. They used a specially designed teachers’ kit. These activities were intended to help children connect with nature while addressing emotional and behavioral difficulties.
A LOW-COST, HIGH-IMPACT APPROACH
Tianna Loose, a post-doctoral fellow at Université de Montréal and the study’s first author, highlighted several points. The intervention was cost-effective. It was also well-received by both students and teachers. Furthermore, it posed no risks. The study’s authors believe the program is simple and accessible. They think it could be implemented in schools with access to green spaces. This offers a promising mental health strategy for children.
LOOKING AHEAD: NATURE-BASED INTERVENTIONS FOR TEENAGERS
The research team plans to extend their work by designing similar nature-based interventions for teenagers, focusing on reducing climate anxiety, improving mental well-being, and fostering a deeper connection with nature. The team aims to tackle these pressing issues. They hope to keep offering solutions to the mental health challenges faced by today’s youth.
