RESEARCH

Nature in the Indoor and Outdoor Study Environment and Secondary and Tertiary Education Students’ Well-Being, Academic Outcomes, and Possible Mediating Pathways: A Systematic Review with Recommendations for Science and Practice

The review of campus green space studies showed a positive correlation between higher availability and use of green space and higher quality of life among university students, with correlation coefficients (ρ) reaching as high as 0.54 (p < 0.05) for overall campus green space and quality of life. Regarding indoor nature, studies indicated that green walls could lead to a direct reduction of particulate matter (PM) by -28% (p = 0.01) in classrooms.

Program Types: Therapeutic, Social

Population Groups: Students

Setting or Context: Schools/Educational Settings, Community Gardens

Health and Wellness Outcomes: Improved Mental Health, Enhanced Emotional Well-being, Improved Stress Management, Improved Cognitive Function, Increased Social Engagement & Skills, Increased Horticultural Knowledge

Allied Profession Intersections: Behavioral Therapy, Landscape Design

Type of Activity: Indoor Plant Care, Outdoor Gardening, Mindfulness/Visualizations, AI/Digital Tools in Therapeutic Horticulture

Evidence Type: Peer-Reviewed Studies, Meta-Analyses/Systematic Reviews, Randomized Controlled Trials, Quantitative Research

Measurement and Evaluation: Metrics for Mental Health, Metrics for Physical Health, Patient-Reported Outcomes, Standardized Assessment Tools, Program Effectiveness

Access: Free

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Summary

This study reviewed existing research on how nature in and around educational settings like high schools and universities affects students’ well-being and academic performance. The researchers wanted to understand if having green spaces on campus or indoor plants in classrooms has any benefits for students. To do this, they systematically searched through scientific databases for relevant studies. They looked at 3410 articles and carefully selected 37 studies that met their criteria. These studies explored different types of nature, such as campus green spaces, indoor plants, and nature views, and how they related to various outcomes like students’ happiness, stress levels, academic results, and even physical factors like air quality. The researchers also assessed the quality of these 37 studies to see how reliable their findings were. This type of study, called a systematic review, helps to gather and summarize all the available evidence on a particular topic.

The review found that while many believe nature is beneficial in learning environments, the scientific evidence is still limited and not very strong overall. Many of the studies they looked at had issues with their design, making it hard to draw firm conclusions. However, some promising trends were identified. For example, several studies suggested that having more green space on university campuses might be linked to students feeling a better quality of life and more restored. Additionally, some research indicated that having indoor plants in classrooms could potentially improve the air quality inside. Despite these leads, the researchers concluded that more high-quality research is needed to confidently understand how nature truly impacts students in educational settings.

Link

van den Bogerd, N., Dijkstra, N.S.C., Koole, S.L. et al. (2020). Nature in the indoor and outdoor study environment and secondary and tertiary education students’ well-being, academic outcomes, and possible mediating pathways: A systematic review with recommendations for science and practice. Health & Place, 66(2020), 102403

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