Resources for Growth
Bridging the evidence gap: A review and research protocol for outdoor mental health therapies for young Australians
Improving child & adolescent mental health through outdoor programming
A Literature Review of Outdoor Education Program on Mental Health and Well-Being
Outdoor therapies, such as outdoor talking therapies, present an option for increasing the breadth of mental health interventions available to young people. Reported benefits of outdoor therapies include improved self-esteem and confidence, positive and negative affect, stress reduction and restoration, social benefits, and resilience.
Rates of mental health concerns for children and adolescents are high across the United States and potentially rising as, simultaneously, young people are spending less time outdoors than ever before. These trends are especially pronounced for children of color and low-income urban youth, who face multiple barriers to accessing nature and gaining treatment for mental health concerns.
In the contemporary era, outdoor education programmes have become integral across various educational levels, with the Ministry of Education emphasizing physical health as a means to enhance learning outcomes. Mental health and well-being, however, also emerge as critical aspects linked to these programmes.
Secondary school students’ perspectives and use of three school grounds of varying size, content and design
Does Participating in Physical Activity in Outdoor Natural Environments Have a Greater Effect on Physical and Mental Wellbeing than Physical Activity Indoors? A Systematic Review
Let's go outside! Environmental restoration amongst adolescents and the impact of friends and phones
This study explored how secondary school students experience and use school grounds of varying size, content and design. The study included one class in year 8 (aged 14–15) at each of three schools in southern Sweden.
Our objective was to compare the effects on mental and physical wellbeing, health related quality of life and long-term adherence to physical activity, of participation in physical activity in natural environments compared with physical activity indoors.
Adolescents are experiencing an increasing number of psychological difficulties due to mental fatigue and stress. Natural environments have been found to be beneficial to psychological wellbeing by reducing stress and improving mood and concentration for most people.
Physical Space Acting as a Catalyst for Improving Mental Health Especially for Teenage Students
How perceived sensory dimensions of urban green spaces are associated with teenagers’ perceived restoration, stress, and mental health?
Mental health benefits of interactions with nature in children and teenagers: a systematic review
This project done on mental health works towards creating a space which will indirectly help our senses to enhance our moods emphatically in daily life. This will lead to the so-called empowerment of our mental health even though people are aware of what they should have been doing in order to achieve the state of a healthy mind.
Teenagers face unprecedented levels of stress and mental health issues. However, this age group is understudied in terms of which green environments are restorative for them. This study investigates associations between perceived sensory dimensions (PSDs) of urban green spaces (UGSs) and teenagers ’ perceived restoration, stress, and mental health.
Children’s mental health includes their emotional, psychological, and social well-being and affects how they reach developmental milestones, learn healthy social skills, develop sound family and peer relationships, develop a sense of identity and positive self-esteem and learn resilience and coping with stress.1–7 Mental health issues developed at a young age have the potential to persist into adulthood, continuing the burden on the individual, family, friends and the healthcare system.
Learning in the forest: environmental perception of Brazilian teenagers
On my watch : a review of the environmental education literature with particular reference to South Africa, and South African teenagers
The Value of Outdoor Learning: Evidence from Research in the UK and Elsewhere
The idea of separation between person and nature, accentuated by current production and consumption models, has generated unthinkable impacts, causing an unprecedented loss and degradation of the global environment.
About half a million students matriculate from South African high schools each year, with limited environmental education and an underdeveloped capacity to live sustainable lives. This does not seem to be the case in some other parts of the world, where many high school students appear to be receiving education that is relevant to the socio-ecological crisis.
Internationally recognized for his research on environmental education, science engagement, learning outside the classroom, and teacher identity and development, in this volume Justin Dillon brings together a thoughtfully crafted selection of his writing representing key aspects of his life and work leading to his current thinking on the need for a convergence of science and environmental education.
High school teachers’ experience of the educational potential of outdoor teaching and learning
Proceedings of the International Conference on Educational Sciences and Teacher Profession
An Analysis of Outdoor Learning towards Students’ Outcomes in Learning Biology
This is a longitudinal case study where teachers from different disciplines were interviewed before and after an outdoor teaching project in a Swedish junior high school. The school grounds were used regularly as an area for teaching and learning in different subjects.
Students often have difficulty doing mathematical problems. The outdoor learning with ethnomathematics approach is one solution. The purpose of this study was to determine the increase of the problem solving ability of senior high school students through the application of outdoor learning model based on Bengkulu ethnomathematics.
This study aims to determine the extent to which the use of non-classroom learning methods in high school. The environment is a natural laboratory that is available which must be utilized maximally in learning. By learning outside the classroom students will be faster in understanding the material to be studied because they are directly dealing with objects.
Developing Conducive Sustainable Outdoor Learning: The Impact of Natural environment on Learning, Social and Emotional Intelligence
Learning biology and mathematics outdoors: effects and attitudes in a Swedish high school context
Context, culture and critical thinking: Scottish secondary school teachers’ and pupils’ experiences of outdoor learning
This study propose that outdoor learning engaging with nature environment provide opportunities to improve academic achievement and social emotional intelligence for students; so, the features of landscape have influence to develop acquiring awareness in natural environment, training for sustainability and various green systems, learning in a number of subject areas such as science and Learning by smelling, feeling, tasting. Green schools support personal and social wellbeing at various students’ levels.
This research suggests that learning biology in an outdoor environment has a positive cognitive and affective impact on 13–15-year-old, Swedish high school pupils. Eighty-five pupils in four classes participated in a quasi-experimental design. Half the pupils, taking a biology course in ecology or diversity of life, had several lessons outdoors and the other half were taught indoors. All of the classes, but one, also had mathematics lessons outdoors once a week.
Limited research exists that considers the usefulness of outdoor learning as a legitimate pedagogical approach for the delivery of a mainstream secondary school curriculum. To address this shortcoming, we investigated the ways in which mathematics and geography teachers and students from three secondary schools in Scotland responded to the Outdoor Journeys programme, which is a school-based teaching approach that enables pupils to learn about the people and place in which they live.