The Psychological and Social Benefits of Interacting with Nature in Educational Settings

Sabine Pirchio (Sapienza University, Department of Dynamic and Clinical Psychology)
Giuseppe Carrus (Roma Tre University, Department of Education)
Ylenia Passiatore (Department of Education, Roma Tre University)
Angelo Panno (Department of Education, Roma Tre University)

Spending time in nature has been associated to improved cognitive functioning and human wellbeing. It has been suggested that the positive effects of natural environments are detectable starting from childhood. Here, we will present here results from two studies that move from this assumptions.

1) A first study analyzed the impact of exposure to nature on cognitive functioning, affective state and social interactions of pre-school children. Thirty- nine children ranging (age 18-36 months) were observed in different moments of their daily routines in 4 childcare centers in Rome, both in days spent indoor (Non-green days: NGDs) and in days partially spent outdoor for free play (Green- days: GDs). Results show more positive social interaction in GDs compared to NGDs, but only in observations after exposure to nature. Also, positive affective states remained constant during GDs while decreased throughout the day during NGDs.

2) A second study assessed the outcomes of a 4-months outdoor education program supported by public and private institutions in Italy (Ministry of Health, CURSA, Roffredo Caetani Foundation), conducted in the Pantanello natural reserve, about 100 km south of Rome. Elementary and secondary school students taking part to the program (N = 150) were compared to a control group (N = 233), prior and after the program, on variables such as ecological attitudes and behavior, pro-social behavior, connectedness to nature, wellbeing, empathy, life satisfaction and mindfulness. Preliminary findings suggest that taking part to the outdoor education program has positive outcomes on the wellbeing and ecological orientation of the involved children.

Overall, our results show how important outdoor green spaces could be for creating a positive context for children’s development and behavior and that the physical environment of educational settings is a fundamental aspect for the personal, social and educational adjustment of the child.