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The Restorative Effect of the Presence of Greenery on the Classroom in Children’s Cognitive Performance

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  • Fátima Bernardo

    (Psychology Department, University of Évora, 7000 Évora, Portugal
    CITUA-Instituto Superior Técnico, University of Lisbon, 1049-001 Lisbon, Portugal)

  • Isabel Loupa-Ramos

    (CITUA-Instituto Superior Técnico, University of Lisbon, 1049-001 Lisbon, Portugal)

  • Cristina Matos Silva

    (CERIS-Instituto Superior Técnico, University of Lisbon, 1049-001 Lisbon, Portugal)

  • Maria Manso

    (CERIS-Instituto Superior Técnico, University of Lisbon, 1049-001 Lisbon, Portugal)

Abstract

Studies developed in a scholar context report a restorative effect of nature on human beings, specifically in terms of the psychological recovery from attention fatigue and restored mental resources that were previously spent in activities that require attention. Studies usually compare the performance of children in schools with or without access to green spaces. In this study, the effect of introducing greenery into the classroom context was compared across time. The experiment was developed in two primary schools with pupils in different socioeconomic contexts, at three moments: before introducing an artificial green wall into the classroom, one month later, and one month after the introduction of vegetable pots. Results showed a significant increase in sustained and selective attention, and work memory between the experimental and the control group, notably in the third moment when vegetable pots were introduced. In the second moment (green walls), only the work memory (tested with the inversed number) showed a significant effect. Theoretical and practical implications are discussed in terms of nature’s role both in terms of natural and artificial elements and the cumulative effect of direct interaction with natural elements.

Suggested Citation

  • Fátima Bernardo & Isabel Loupa-Ramos & Cristina Matos Silva & Maria Manso, 2021. "The Restorative Effect of the Presence of Greenery on the Classroom in Children’s Cognitive Performance," Sustainability, MDPI, vol. 13(6), pages 1-16, March.
  • Handle: RePEc:gam:jsusta:v:13:y:2021:i:6:p:3488-:d:521718
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    References listed on IDEAS

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    1. Kuo, F.E. & Faber Taylor, A., 2004. "A potential natural treatment for attention-deficit/hyperactivity disorder: Evidence from a national study," American Journal of Public Health, American Public Health Association, vol. 94(9), pages 1580-1586.
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    2. Francisco Díaz-Martínez & Miguel F. Sánchez-Sauco & Laura T. Cabrera-Rivera & Carlos Ojeda Sánchez & Maria D. Hidalgo-Albadalejo & Luz Claudio & Juan A. Ortega-García, 2023. "Systematic Review: Neurodevelopmental Benefits of Active/Passive School Exposure to Green and/or Blue Spaces in Children and Adolescents," IJERPH, MDPI, vol. 20(5), pages 1-29, February.
    3. Amanda Fernandes & Mònica Ubalde-López & Tiffany C. Yang & Rosemary R. C. McEachan & Rukhsana Rashid & Léa Maitre & Mark J. Nieuwenhuijsen & Martine Vrijheid, 2023. "School-Based Interventions to Support Healthy Indoor and Outdoor Environments for Children: A Systematic Review," IJERPH, MDPI, vol. 20(3), pages 1-24, January.
    4. Alenka Fikfak & Martina Zbašnik-Senegačnik & Samo Drobne, 2022. "Greenery as an Element of Imageability in Window Views," Land, MDPI, vol. 11(12), pages 1-16, November.
    5. Cristina Matos Silva & Fátima Bernardo & Maria Manso & Isabel Loupa Ramos, 2023. "Green Spaces over a Roof or on the Ground, Does It Matter? The Perception of Ecosystem Services and Potential Restorative Effects," Sustainability, MDPI, vol. 15(6), pages 1-17, March.

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