Nature-based learning boosts kids’ physical activity, grades, mental health, engagement, and social development

Criteria: Comprehensiveness of research review, clarity of methods, organization of findings

Key Takeaway: This review examines the impact of nature-based learning on children aged 5 to 13, systematically analyzing 20 quantitative studies spanning various outdoor settings.  The results underscore consistently beneficial impacts on physical activity and academic performance, while mental health, student engagement, and social outcomes exhibit promising growth.  Nature-based learning is an innovative practice that can play a promising role in holistically enhancing student development.

Summation and Insights: This review of nature-based learning examines the outcomes of nature-based learning interventions in students from ages 5 to thirteen without health or developmental limitations. The authors began with a systematic review of the extant literature that identified over 6775 studies. They provide a clear statement of the criteria of review that resulted in a descriptive review of 20 quantitative studies. These studies examined a variety of interventions in settings such as the schoolyard, forest, national park, beach, school gardens, and outdoor classrooms.

Acknowledging the range of definitions of nature-based, outdoor learning they anchored their work using the 2016 definition of the International Association of Nature Pedagogy which is “teaching and learning using nature inside or outside of the classroom.”  Using this definition five outcome domains were identified as physical activity (PA) outcomes, mental health and well-being outcomes, educational outcomes, engagement outcomes, and social outcomes. 

The overall summary is that nature-based learning has varying levels of positive effects. The studies that examined physical activity and educational outcomes showed consistently positive results. The studies for mental health and well-being, engagement, and social outcomes  were categorized as showing emerging positive effects.

The authors situate their findings as consistent with the existing literature.

Resource: https://doi.org/10.1080/13504622.2021.1921117

Authors: Nicole C. Miller, Saravana Kumar, Karma L. Pearce & Katherine L. Baldock (2021) 27:8, 1115-1140, DOI: 10.1080/13504622.2021.1921117