Spending Time Outside in Nature
has Physiological Benefits
Many health inequities are directly or indirectly related to lack of access to outdoor space. School grounds and local parks are often an accessible solution, and have the potential to provide all children with access to nature on a regular basis.
Outdoor learning and increased contact with nature promotes physiological benefits in children that have lifelong significance. Outdoor learning enhances brain development and function, increases physical activity and health resiliency, and reduces risk of infectious and chronic disease.
Children who spend more time outdoors in nature, particularly at school, are more likely to participate in regular moderate-to-vigorous physical activity. Outdoor physical activity during recess, physical education, and academic lessons contributes to healthy bone development, healthy brain development, gross and fine motor skill development, cardiovascular and muscular fitness, immune system development, decreased anxiety, maintenance of healthy weight, and decreased risk for Type 2 diabetes. Individuals who are physically active as children are more likely to become physically active independent adults.
Nature exposure is one of the most powerful regulators of immune function. Children who spend time outdoors have higher vitamin D levels. Those living in areas with greater vegetation have lower rates of asthma. Plus, children who interact with nature on a daily basis have stronger resistance to infectious disease. Nature-based lessons, including those with school gardens, inspire healthy food choices in children.
© Golestan Education
“The various textures and levels of greening have inspired some of my physical education lessons to include use of them. Thus, the students can use more varied muscle groups.”
Below are a quoted question and two answers from adolescent girls at an Australian outdoor education camp, as reported in a publication by Joelle Breault-Hart.
Q: “What did you learn about what your body can do on your outdoor education program?”
A: “I learned that my body can withstand a lot, for example when I did hiking, I was almost positive I would not reach the top but I did in the end.” — adolescent girl in Australia
Q: “Did any part of the outdoor education program influence how you feel about your body? If so, which part?”
A: “Yes. Definitely, I feel so much healthier after these past three days and I feel like it was nice to step back and take a break for awhile.” — adolescent girl in Australia
© Maria Durana, San Francisco Recreation and Parks Department
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Breault-Hart, Joelle. (n.d.) “The impact of outdoor education on the body-image and self-efficacy of adolescent girls” [PowerPoint slides].
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Credits
This article was written in December 2020 by Mila Antova, PLA, Moody Graham; Karen Canan, parent, groundskeeper, and advocate for outdoor education; Caitlin Koob, OTR/L Student, PhD Program in Applied Research and Evaluation; Abigail Levinson Marks, PhD, Licensed Clinical Psychologist; Marci Raney, PhD, Department of Kinesiology, Occidental College; Amy Wagenfeld, PhD, OTR/L, SCEM, EDAC, FAOTA, Boston University Post-Professional Occupational Therapy Doctoral Program and Amy Wagenfeld | Design.
It was reviewed by Sarah Gill, MPP and Zach Pine, MD, Zach Pine Create with Nature.
National COVID-19 Outdoor Learning Initiative
The National COVID-19 Outdoor Learning Initiative supports schools and districts around the country in their efforts to reopen safely and equitably using outdoor spaces as strategic, cost-effective tools to increase physical distancing capacity onsite and provide access to abundant fresh air. The Initiative seeks to equitably improve learning, mental and physical health, and happiness for children and adults using an affordable, time-tested outdoor approach to keeping schools open during a pandemic.
