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Stress Response and Cognitive Performance Modulation in Classroom versus Natural Environments: A Quasi-Experimental Pilot Study with Children

Author

Listed:
  • Lærke Mygind

    (Health Promotion, Steno Diabetes Center Copenhagen, The Capital Region of Denmark, Niels Steensens Vej 6, DK-2820 Gentofte, Denmark)

  • Matt P. Stevenson

    (Department of Geosciences and Natural Resource Management, University of Copenhagen, Nødebovej 77A, DK-3480 Fredensborg, Denmark)

  • Lasse S. Liebst

    (Department of Sociology, University of Copenhagen, Øster Farimagsgade 5, DK-1014 Copenhagen, Denmark)

  • Ivana Konvalinka

    (Section for Cognitive Systems, Department of Applied Mathematics and Computer Science, Technical University of Denmark, Richard Petersens Plads, 2800 Kgs. Lyngby, Denmark)

  • Peter Bentsen

    (Health Promotion, Steno Diabetes Center Copenhagen, The Capital Region of Denmark, Niels Steensens Vej 6, DK-2820 Gentofte, Denmark)

Abstract

Stress during childhood can have mental and somatic health influences that track throughout life. Previous research attributes stress-reducing effects to natural environments, but has mainly focused on adults and often following leisurely relaxation in natural environments. This pilot study explores the impact of natural environments on stress response during rest and mental load and cognitive performance in 47 children aged 10–12 years in a school context. Heart rate variability measures indexing tonic, event, and phasic vagal tone and attention scores were compared across classroom and natural environments. Tonic vagal tone was higher in the natural environment than the classrooms, but no differences were found in event or phasic vagal tone or cognitive performance measures. These findings suggest a situational aspect of the conditions under which natural environments may give rise to stress-buffering influences. Further research is warranted to understand the potential benefits in a real-life context, in particular with respect to the underpinning mechanisms and effects of accumulated exposure over time in settings where children spend large proportions of time in natural environments.

Suggested Citation

  • 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.
    • Handle: RePEc:gam:jijerp:v:15:y:2018:i:6:p:1098-:d:149396
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    References listed on IDEAS

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    Cited by:

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    5. 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.
    6. 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.
    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.

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