Schoolchildren in classrooms where trees can be seen are less prone to aggression, defiance, and rule-breaking

A recent study explored the relationship between the amount of nature visible from classroom windows and the externalizing behaviors of children in those classrooms. The findings revealed that children in classrooms with trees visible from the windows exhibited fewer externalizing behaviors. However, other types of nature views didn’t show any correlation. The study was published in the International Journal of Environmental Research and Public Health.

In recent decades, global recognition of the mental and physical health benefits of nature exposure has surged. Numerous studies have indicated that regular encounters with “green spaces” like parks, forests, and meadows correlate with decreased depression, anxiety, aggression, and reduced cortisol levels. Individuals frequenting these spaces often lead healthier and more active lifestyles.

Previous research has suggested that exposure to green spaces may bolster children’s mental well-being. Kids residing in areas abundant in greenery tend to display fewer behavioral challenges and show decreased signs of hyperactivity and inattention. Furthermore, children aged 7 to 12 living in homes surrounded by nature exhibited fewer conduct issues and were less likely to show symptoms of depression and anxiety. Yet, these results have varied across different studies.

Study author Amber L. Pearson and her colleagues wanted to explore whether the quantity of nature visible from school classroom windows is associated with externalizing behaviors of children and attention problems. Externalizing behaviors are undesirable behaviors that are directed outward. These include aggressive or disruptive actions that are observable by others, such as aggression, defiance, and rule-breaking. Externalizing behaviors typically lead to more referrals to mental health centers. Through a series of cascading effects, they often produce adverse outcomes in adulthood.

The research team hypothesized that increased exposure to nature through classroom windows would correlate with fewer externalizing and attention problems in children. They believed that especially views of trees and the sky might be tied to reduced behavioral concerns.

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Participants were children from 15 first- and second-grade classrooms across three elementary schools in East Lansing, Michigan. The assessments occurred in May 2019, with the majority of participants being White (80%) and predominantly girls (76%).

For the study, researchers photographed classroom windows from the inside under regular conditions. They then determined the proportions of natural elements – such as grass, trees, sky, and shrubs – visible in these photos. This became the measure for visible nature. The team also considered any obstructions by blinds and the amount of nature present on the school premises.

Children’s behavior was reported by their parents/legal guardians or teachers. They completed an assessment of internalizing, externalizing and attention problems of children (the Brief Problem Monitor-Parent Form).

On average, the children showed moderate, non-clinical levels of externalizing and attention problems. Overall, they were more exposed to nature at home than at school. The average classroom had about 4 windows, with 31% of the view consisting of natural scenes. Trees made up 14% of the view, shrubs 6%, the sky 5%, and grass 4%. The three schools had comparable percentages of nature views.

Children in classrooms with more nature views exhibited fewer behavioral issues than those with fewer nature views. After accounting for various factors, researchers determined that the connection between externalizing behaviors and nature views was predominantly attributed to visible trees. Views of other natural elements (grass, shrub, sky) didn’t show any correlation with externalizing behaviors. Moreover, the amount of visible nature wasn’t linked to children’s attention problems.

“We found that nature views from classroom windows, and trees in particular (although the latter was exploratory analysis and should be interpreted with caution), may be important sources of support for lowering externalizing behaviors among young children. Children spend many of their waking hours at school, and as such, access to visible nature from classroom windows may be particularly beneficial,” the study authors concluded.

The study makes an important contribution to the scientific understanding of links between the views of nature and behavior. However, it also has limitations that need to be taken into account. Notably, study authors did not take into account sizes of windows. Also, children do not spend their school time solely in the classroom, but the study did not take into account views from other spaces children spend their school time in such as the school cafeteria, library, gymnasium and others.

The study, “Elementary Classroom Views of Nature Are Associated with Lower Child Externalizing Behavior Problems”, was authored by Amber L. Pearson, Catherine D. Brown, Aaron Reuben, Natalie Nicholls, Karin A. Pfeiffer, and Kimberly A. Clevenger.