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Reloading pupils' batteries: Impact of green spaces on cognition and wellbeing

Study breaks in green spaces improved well-being and cognitive performance of adolescents

This study investigated the effects of spending time in different urban green spaces during study breaks on the cognitive functioning and well-being of adolescents. While previous research indicates that study breaks promote students’ cognitive performance and well-being, little is known about how breaks in different settings might influence the desired benefits. Are some settings more beneficial than others? This research addressed this question.

Sixty-four students (age 16-18) from three schools in Vienna participated in this study. As a class, the students spent their one-hour lunch break in three different settings located approximately 20 minutes from their school: small park, larger park, and forest. At least seven days elapsed between the students’ exposure to these different settings. The sequence of exposures was balanced across sites. At each site, students had lunch (provided by the research staff), took a group walk, and then had time for relaxation.

Participating students completed well-being and cognitive functioning assessments for each of the three break settings. The well-being assessments checked momentary mood state in six different dimensions: readiness for action, readiness for exertion, alertness, state of mood, tension/relaxation, and recuperation. The students completed this assessment four times for each break site: prior to leaving school, on arrival at the site, prior to leaving the site, and at school after completing a “d2-R” test. This cognitive timed test requires subjects to cross out all letter “d’s” that have two dashes. The students completed this test before and after their study break.

Assessment results showed that study breaks in green spaces improved cognitive performance and well-being of adolescents. The larger green spaces (large park and forest) had stronger positive impacts on well-being and cognitive performance than the small parks. Only the forest setting showed sustained well-being effects.

These findings suggest that giving students access to green schoolyards and larger green spaces near schools may promote their cognitive functioning and wellbeing.

Citation

Wallner, P., Kundi, M., Arnberger, A., Eder, R., Allex, B., Weitensfelder, L., Hutter, H., (2018). Reloading pupils' batteries: Impact of green spaces on cognition and wellbeing. International Journal of Environmental Research and Public Health, 15(6)

DOI

http://dx.doi.org/10.3390/ijerph15061205

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