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A new study published in JAMA Network looked at a nature-based intervention and the mental health of schoolchildren.

“We found that a 12-week nature-based intervention in Grades 5 and 6 did not lead to overall reductions in mental health symptoms, according to both per-protocol and intent-to-treat analyses,” study author Marie-Claude Geoffroy told us. “However, children with higher mental health symptoms at baseline, including internalizing and externalizing issues or social problems, showed greater reductions in symptoms following the intervention. This suggests that nature-based programs may offer targeted benefits for children with higher levels of mental health vulnerabilities and act as an equalizer of mental health among school age children.”

The study was a large, two-arm cluster randomized controlled trial involving 33 schools, 53 teachers, and 1,015 students. Over 12 weeks, the intervention group received two hours per week of outdoor classes in nearby parks or wooded areas. Teachers were encouraged to incorporate a range of mental health activities like mindfulness and art therapy. The control group continued with regular classroom activities but were not prohibited from teaching outdoors. 

“We measured changes in mental health symptoms using the 30-item Social Behavior Questionnaire as reported by teachers and by students,” Geoffroy told us. “We conducted analyses to investigate if mental health symptoms were reduced more in the intervention group than in the control group over the course of the intervention.”

Although researchers did not observe overall reductions in mental health symptoms, the study’s findings highlight the potential for nature-based interventions to benefit children with greater mental health needs prior to the intervention. This is particularly relevant for educators, policymakers, and mental health professionals seeking cost-effective and accessible ways to support vulnerable students. The intervention was low-cost, well-received, and posed no risks, making it a promising strategy for schools with access to greenspaces. Given that parks and greenspaces are widely available, this approach can be readily implemented to support the well-being of students who are most at risk for mental health challenges.

“Our team is currently producing a documentary, funded by SSHRC and Manulife, following Mr. Frederik Wong’s 6th-grade class at École des Coquelicots in Montreal as they participate in nature-based activities from September 2023 to June 2024,” Geoffroy told us. “The documentary, featuring expert discussions on mental health and nature, will air in May 2025. We are also analyzing data on teacher well-being, barriers, and facilitators of the intervention, as well as its effects on student performance in 6th-grade standardized ministerial exams. A doctoral student, Julia Fuoco, is investigating these questions.”