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Stress in School. Some Empirical Hints on the Circadian Cortisol Rhythm of Children in Outdoor and Indoor Classes

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  • Ulrich Dettweiler

    (Department of Cultural Studies and Languages, University of Stavanger, 4036 Stavanger, Norway)

  • Christoph Becker

    (Department of Sports and Health Sciences, Technical University of Munich, Arcisstr. 21, 80333 Munich, Germany)

  • Bjørn H. Auestad

    (Department of Mathematics and Natural Sciences, University of Stavanger, 4036 Stavanger, Norway)

  • Perikles Simon

    (Faculty of Social Science, Media and Sport, Johannes Gutenberg University, Mainz Saarstr. 21, 55099 Mainz, Germany)

  • Peter Kirsch

    (Department of Clinical Psychology, Central Institute of Mental Health, Medical Faculty Mannheim, University of Heidelberg, J 5, 68159 Mannheim, Germany)

Abstract

This prospective longitudinal survey compared the stress levels of students taught using an outdoor curriculum in a forest, with children in a normal school setting. We were especially interested in the effect outdoor teaching might have on the children’s normal diurnal cortisol rhythm. 48 children (mean age = 11.23; standard deviation (SD) = 0.46) were enrolled, with 37 in the intervention group (IG), and 11 in the control group (CG). The intervention consisted of one full school day per week in the forest over the school year. Stress levels were measured in cortisol with three samples of saliva per day. Furthermore, the data allowed for statistical control of physical activity (PA) values. For data analysis, we used a linear mixed-effects model (LMM) with random intercept and general correlation matrix for the within-unit residuals. The LMM yields that IG have expected greater decline of cortisol compared to CG; rate 0.069 µg/L vs. 0.0102 µg/L (log-units/2 h), p = 0.009. PA does not show a statistically significant interaction with cortisol ( p = 0.857), despite being higher in the intervention group ( p < 0.001). The main effect in our measures was that the IG had a steady decline of cortisol during the school day. This is in accordance with a healthy child’s diurnal rhythm, with a significant decline of cortisol from morning to noon. This effect is constant over the school year. The CG does not show this decline during either measurement day. Further research is needed to fully explain this interesting phenomenon.

Suggested Citation

  • Ulrich Dettweiler & Christoph Becker & Bjørn H. Auestad & Perikles Simon & Peter Kirsch, 2017. "Stress in School. Some Empirical Hints on the Circadian Cortisol Rhythm of Children in Outdoor and Indoor Classes," IJERPH, MDPI, vol. 14(5), pages 1-14, April.
    • Handle: RePEc:gam:jijerp:v:14:y:2017:i:5:p:475-:d:97260
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    References listed on IDEAS

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    1. Florian Lederbogen & Peter Kirsch & Leila Haddad & Fabian Streit & Heike Tost & Philipp Schuch & Stefan Wüst & Jens C. Pruessner & Marcella Rietschel & Michael Deuschle & Andreas Meyer-Lindenberg, 2011. "City living and urban upbringing affect neural social stress processing in humans," Nature, Nature, vol. 474(7352), pages 498-501, June.
    2. Jenny J. Roe & Catharine Ward Thompson & Peter A. Aspinall & Mark J. Brewer & Elizabeth I. Duff & David Miller & Richard Mitchell & Angela Clow, 2013. "Green Space and Stress: Evidence from Cortisol Measures in Deprived Urban Communities," IJERPH, MDPI, vol. 10(9), pages 1-18, September.
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    1. Patricia Ann Barfield & Katelyn Ridder & Justin Hughes & Kelly Rice-McNeil, 2021. "Get Outside! Promoting Adolescent Health through Outdoor After-School Activity," IJERPH, MDPI, vol. 18(14), pages 1-12, July.
    2. Juan de Dios Unión-Sánchez & Manuel Jesús Hermoso-Orzáez & Manuel Jesús Hervás-Pulido & Blas Ogáyar-Fernández, 2022. "Impact of Thermal Dissipation on the Lighting Performance and Useful Life of LED Luminaires Applied to Urban Lighting: A Case Study," IJERPH, MDPI, vol. 19(2), pages 1-23, January.
    3. Hiromitsu Kobayashi & Chorong Song & Harumi Ikei & Bum-Jin Park & Takahide Kagawa & Yoshifumi Miyazaki, 2017. "Diurnal Changes in Distribution Characteristics of Salivary Cortisol and Immunoglobulin A Concentrations," IJERPH, MDPI, vol. 14(9), pages 1-9, August.
    4. Lucia Mason & Lucia Manzione & Angelica Ronconi & Francesca Pazzaglia, 2022. "Lessons in a Green School Environment and in the Classroom: Effects on Students’ Cognitive Functioning and Affect," IJERPH, MDPI, vol. 19(24), pages 1-16, December.
    5. Luca Petrigna & Ewan Thomas & Antonino Scardina & Federica Rizzo & Jessica Brusa & Giovanni Camarazza & Claudia Galassi & Antonio Palma & Marianna Bellafiore, 2022. "Methodological Considerations for Movement Education Interventions in Natural Environments for Primary School Children: A Scoping Review," IJERPH, MDPI, vol. 19(3), pages 1-11, January.
    6. Reo Jones & Robin Tarter & Amy Miner Ross, 2021. "Greenspace Interventions, Stress and Cortisol: A Scoping Review," IJERPH, MDPI, vol. 18(6), pages 1-21, March.
    7. Lucia Mason & Benedetta Zagni & Francesca Bacchin & Carlotta Frison & Sara Scrimin, 2022. "Children’s Attentional Processes in Outdoor and Indoor Environments: The Role of Physiological Self-Regulation," IJERPH, MDPI, vol. 19(20), pages 1-14, October.
    8. Lærke Mygind & Matt P. Stevenson & Lasse S. Liebst & Ivana Konvalinka & Peter Bentsen, 2018. "Stress Response and Cognitive Performance Modulation in Classroom versus Natural Environments: A Quasi-Experimental Pilot Study with Children," IJERPH, MDPI, vol. 15(6), pages 1-15, May.

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