Natural-Terrain Schoolyards Reduce Children’s Stress, Says Colorado University-Boulder Study
Elizabeth Lock, University of Colorado at Boulder
Playing in schoolyards that feature natural habitats and trees and not just asphalt and recreation equipment reduces children’s stress and inattention, according to a University of Colorado Boulder study.
Working on class assignments or gardening in such settings also provide stress-reducing benefits for youth, according to a paper published in the journal Health & Place. The study is one of the first of its kind to focus on the relationship between student access to green settings and stress.
“Many schools already offer stress management programs, but they’re about teaching individuals how to deal with stress instead of creating stress-reducing environments,” said Louise Chawla, CU-Boulder professor of environmental design and lead author of the study. “Schools are where children spend a major part of their life hours, so it’s an important place to look at for integrating daily contact with the natural world because of the many benefits it brings.”
Natural-terrain schoolyards — with dirt, scrub oak and water features, for example — foster supportive relationships and feelings of competence, the researchers found.
Combination schoolyards that have at least some natural-habitat landscaping, even if they include built structures as well, can have positive impacts on children, said Chawla, who also is the director of CU-Boulder’s Children, Youth and Environments Center.
Co-authors of the paper included three former doctoral students: Kelly Keena and Illène Pevec, both who were at the University of Colorado Denver; and Emily Stanley, who was at Antioch University New England in Keene, N.H.
For the study, a variety of settings were observed including elementary-school students’ recess in wooded and built areas; fourth- through sixth-grade students’ use of a natural habitat for science and writing lessons; and high school students’ gardening for volunteerism, required school service or coursework.
The sites were located at a private elementary school in Baltimore that serves children with dyslexia and other learning disabilities; a public elementary school in suburban Denver with students from a range of socioeconomic backgrounds; and four public and private entities for teenagers — a college preparatory school, a public high school, an alternative school and an afterschool program — throughout Colorado.
Together the researchers logged more than 1,200 hours of observation. They interviewed students, teachers, parents and alumni and coded keywords from the interviews for their findings, among other methods.