Ms Cecily J. MallerBSc Hons (Australian Environmental Studies)

School of Health & Social Development, Deakin University, AUSTRALIA

Nature in the Schoolyard: Investigations into the Potential of ‘Hands-on’ Contact with Nature

to Improve the Mental Health & Wellbeingof Primary School Children

Overall AimOverall Aim

• To explore the potential of ‘hands-on’ nature-based/environmental education activities to promote the mental health & wellbeing of primary school children.

• Hypothesis: Hands-on nature-based activities have significant potential for mental health promotion in primary schools.

Definitions...Definitions...

• Hands-on nature-based activities;

• Hands-on environmental education activities;

• Mental health & wellbeing.

Rationale...Rationale...

• Growing popularity of nature-based activities in schools (Aust & OS);

• Declaration by UN for decade 2005-2014;

• Lack of evaluation of nature-based activities (health & wellbeing);

• Rising levels of mental illhealth & illness;

• Evidence from/gaps in the literature.

Evidence from the literature...Evidence from the literature...

• Research has shown children function better cognitively & emotionally in “green environments” (Faber Taylor et al, 2001; Wells, 2000);

• Have more creative play in “green areas” (Taylor et al, 1998);

• Develop better interpersonal relationships & a more positive attitude to school (Crisp & Aunger, 1998).

Further evidence…Further evidence…

• Children have an innate affiliation for nature, (Kellert, 2002; Taylor et al, 1998; Kahn, 1997);

• Companion animals/wilderness experiences used to treat children with behavioural &/or psychological disorders have positive outcomes (Fawcett & Gullone, 2001; Beck & Katcher, 1996; Levinson, 1969).

Gaps in the literature...Gaps in the literature...

• Although popularity of n-b activities appears to be increasing, little data available;

• Lack of data on/evaluation of health & wellbeing outcomes;

• General lack of empirical research on effect of nature on children’s health, wellbeing & development.

This Provides…This Provides…

• As Kellert (2002 p.139) says, “…direct experience of nature plays a significant, vital, & perhaps irreplaceable role in affective, cognitive, & evaluative development… [but] more study, of course, is needed”.

• Incentive to explore the relationship children have with the nature, & to determine how it can contribute to their health & wellbeing.

Research Questions:Research Questions:

• 1) To ascertain the extent, type & diversity of nature-based activities in primary schools;

• 2) To determine perceptions of principals/key staff members & experts in the field;

• 3) To determine the health promotion potential of hands-on nature-based activities, & the enablers & barriers.

MethodologyMethodology

• An exploratory approach;

• Multiple methods comprising both qualitative & quantitative techniques;

• Phase One: survey of school principals;

• Phase Two: interviews with key informants, & case studies of schools.

Methodology cont’...Methodology cont’...

• Setting: urban/suburban Victorian primary schools;

• Sampling: schools within 20km radius of Melbourne (Victoria);

• Emphasis: on activities with hands-on contact.

Intended OutcomesIntended Outcomes

• Generate data on extent/type of n-b activities in Victorian primary schools;

• Determine the perceptions of those involved as to effects on children’s mental health & wellbeing;

• Establish potential for n-b activities as a “tool” for mental health promotion;

• Provide direction for future research.

Progress...Progress...

• Survey complete, preliminary data analysis complete (quant. portions of questionnaire);

• Qualitative components of questionnaire in process of being analysed;

• Planning in process for Phase Two (interviews with key informants & case studies).

Phase One - Prelim Quant. Findings…Phase One - Prelim Quant. Findings…

• Low response rate – after two mail-outs (17.5%);

• 72% of participating schools responded that they had n-b or environmental ed. activities;

• 63.5% were school principals; 23% teachers

• Interestingly, of those schools who indicated they did not want to participate, 23% reported they did not have any n-b activities.

Further Data…Further Data…

• 67% responded that environmental ed. was incorporated in their curriculum;

• Of those schools with activities, 55% have a gardening/plant activity, 39% an animal activity;

• High level (83.8%) responded that all year levels (P-6) were involved in environmental education activities.

Further Data…Further Data…

• Of those schools with env. ed activities, 43.3% reported participation in env. monitoring activities (e.g. SaltWatch, FrogWatch, WaterWatch, AirWatch, WasteWise);

• 54.5% reported their school was involved in other environmental activities, 17.8% tree planting.

Further Data…Further Data…

Table 1 – Opinions on whether various aspects of mental health & wellbeing are affected by participation in nature-based or environment activities at their school

VariableVery positively Affected (%) (No.)

PositivelyAffected (%) (No.)

No Effect(%) (No.)

Self-confidence 38.5 (23) 56.7(34) 3.5 (2)

Interpersonal relationships with adults

53.5 (32) 42.7 (25) 5.0 (3)

Interpersonal relationships with peers

40.0 (24) 51.7 (31) 8.5 (5)

Resilience to stress 11.7 (7) 45.0 (27) 40.0 (24)

Connection to the school 38.5 (23) 46.7 (28) 11.7 (7)

Learning ability 15.0 (9) 55.0 (33) 30.0 (18)

Self-concept/identity 16.7 (10) 68.5 (41) 13.5 (8)

Further Data…Further Data…

Table 1 – Opinions on whether various aspects of mental health & wellbeing are affected by participation in nature-based or environment activities at their school

VariableVery positively Affected (%) (No.)

PositivelyAffected (%) (No.)

No Effect(%) (No.)

Self-confidence 38.5 (23) 56.7(34) 3.5 (2)

Interpersonal relationships with adults

53.5 (32) 42.7 (25) 5.0 (3)

Interpersonal relationships with peers

40.0 (24) 51.7 (31) 8.5 (5)

Resilience to stress 11.7 (7) 45.0 (27) 40.0 (24)

Connection to the school 38.5 (23) 46.7 (28) 11.7 (7)

Learning ability 15.0 (9) 55.0 (33) 30.0 (18)

Self-concept/identity 16.7 (10) 68.5 (41) 13.5 (8)

Phase One - Prelim Qual.Findings...Phase One - Prelim Qual.Findings...

• Objectives of nature-based/env. ed. activities – 27.5% of responses included to develop an appreciation of env. issues/awareness raising;

• 29.5% of responses included to develop an environmentally conscious/sustainable school;

• 19.6% of responses were to integrate the school curriculum.

Cont…Cont…

• Overall, results indicate that participation in n-b activities is perceived to positively affect mental health;

• A Quote: “Whenever the children participate in a single day or hands-on environmental program the benefits are fantastic; a sense of responsibility, taking ownership; engagement in, & enjoyment of school”. (Respondent 23)

Phase Two...Phase Two...

• In final stages of planning;

• Interviews with key informants - probe perceptions on effects of n-b activities, & potential for health promotion;

• Case studies will explore in-depth the perceptions of principals, teachers & parents.

Potential Limitations...Potential Limitations...

• Bias? Participants have vested interest in n-b activities (hence want them to succeed);

• Those likely to introduce activities may be “nature-lovers” with inherent belief about value of contact with nature;

• Benefits could arise from experiential/group project aspect of nature-based activities.

Questions?Questions?

Children involved in nature-based activities at the Kitchen Garden at Collingwood College (Melbourne, Vic.)…

Source: available on request

Source: available on request