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It’s new news; it’s old news; it’s news that can never be repeated too often: spending time in nature reduces emotional distress among troubled 10 to 12-year-olds.

The Canadian researchers behind the new study say their findings suggest that an inexpensive school-based, nature-born program may help the most vulnerable youngsters.

Canadian researchers discovered that spending two hours a week of class time in a natural environment can reduce emotional distress among child participants who had the most significant mental health problems before the program began.

The research, published in the journal JAMA Network Open, follows the recent publication of a UNICEF report pointing to the importance of green space for children’s development.

The Canadian team looked at the effects of spending time in nature on the behavior and mental health symptoms of more than 500 schoolchildren across Quebec in the spring of 2023.

“The idea for the project came up during the pandemic when people were worried about the health risks of children spending so much time inside the school each day,” said study senior author Professor Marie-Claude Geoffroy, of McGill University.

They found that at the end of a three-month period, teachers noted that the biggest changes in behavior occurred in children with the most significant problemsat the outset. These included anxiety and depression, aggressivity and impulsivity, and social problems relating to interaction with their peers.

Interviews with the teachers following the program also suggested that children were more calm, relaxed, and attentive in class after time spent in nature.

“This suggests that nature-based programs may offer targeted benefits for children with higher levels of mental health vulnerabilities and potentially act as an equalizer of mental health among school-age children,” co-author Professor Sylvana Côté, from the University of Montreal, added.

The research builds on earlier observational studies but is the first to use a randomized controlled trial—the gold standard of medical research—to provide concrete information about the benefits to children of spending time in nature.

All the schools involved in the study were within a mile of a park or green space, and half of the children stayed in school, while a similar number of children took part in the nature-based intervention.

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“My kids and I spend lots of time in parks, so I’ve seen the benefits of spending time in nature, both for myself and for them,” added Professor Geoffrey. “So, I thought maybe we can have a free and accessible intervention where school children can spend time in nature, and we can measure the effects this has on their mood and behavior.”

During the two hours they spent in the park each week, teachers were asked to offer their regular classes in subjects such as math, languages, or science.

They were also asked to incorporate a 10- to 15-minute activity designed to promote mental health, with examples drawn from a teachers’ kit designed by the research team.

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The activities included drawing a tree, writing haikus, and mindful walking.

Study first author Tianna Loose, a post-doctoral fellow at the University of Montreal, added that the intervention was low-cost, well-received, and posed no risks, making it a promising strategy for schools.

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