Nature in the Schoolyard: Promoting Mental Health & Wellbeing in Primary School Children

1. Nature in the Schoolyard: Investigations into the Potential of ‘Hands-on’ Contact with Nature to Improve the Mental Health & Wellbeingof Primary School Children Ms Cecily J. Maller BSc Hons (Australian Environmental Studies) School of Health & Social Development, Deakin University, AUSTRALIA

2. Overall 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.

3. Definitions... • Hands-on nature-based activities; • Hands-on environmental education activities; • Mental health & wellbeing.

4. 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.

5. 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).

6. 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).

7. 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.

8. 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.

9. 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.

10. Methodology • 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.

11. Methodology cont’... • Setting: urban/suburban Victorian primary schools; • Sampling: schools within 20km radius of Melbourne (Victoria); • Emphasis: on activities with hands-on contact.

12. Intended 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.

13. 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).

14. 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.

15. 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.

16. 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.

17. 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

18. 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

19. 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.

20. 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)

21. 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.

22. 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.

23. Questions? Children involved in nature-based activities at the Kitchen Garden at Collingwood College (Melbourne, Vic.)… Source: available on request Source: available on request