Nature exposure relieves stress in learners, including experimentally demonstrated reductions in heart rate and self-reported stress¶

Claim · All claims
Evidence · 2 studies · 1 causal r?, 1 review r2 · q2
Currency · newest study 2019 · checked against its sources 2026-10-17 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q2 i? A window view of vegetation from a high school classroom yields systematic decreases in heart rate and self-reported stress, whereas built views do not. → Kuo M 2019 q2 i? Students learning in a forest setting one day a week showed healthier diurnal cortisol rhythms than a comparison group learning indoors, effects not attributable to physical activity. → Kuo M 2019 (2)

Evidence¶

Kuo M 2019¶

Kuo M, Barnes M and Jordan C (2019) Do Experiences With Nature Promote Learning? Converging Evidence of a Cause-and-Effect Relationship. Front. Psychol. 10:305. https://doi.org/10.3389/fpsyg.2019.00305

q2 · i? · review · r2

The review reports an experimental study comparing vegetation versus built window views in a high school classroom, finding "systematic decreases in heart rate and self-reported stress" only for the vegetation view. Attributed to Li and Sullivan (2016).

"a window view of vegetation from a high school classroom yields systematic decreases in heart rate and self-reported stress, whereas built views do not (Li and Sullivan, 2016)"

Kuo M 2019 (2)¶

Kuo M, Barnes M and Jordan C (2019) Do Experiences With Nature Promote Learning? Converging Evidence of a Cause-and-Effect Relationship. Front. Psychol. 10:305. https://doi.org/10.3389/fpsyg.2019.00305

q2 · i? · causal · r?

The review reports a study comparing outdoor forest schooling one day a week with indoor classes, in which cortisol dropped over the school day in the forest setting but not the classroom; the review notes the effects "could not be attributed to the physical activity associated with learning outdoors". Attributed to Dettweiler et al. (2017).

"students learning in a forest setting one day a week showed healthier diurnal rhythms in cortisol in that setting than a comparison group that learned indoors"

Discussion¶

Learner Variables¶

• Affect Regulation — outcome: instruction changes it

Related Claims¶

• Natural lighting and green window views benefit mood, sleep, cognition, and test performance — related
• The school-built environment, including access to nature and green spaces, positively impacts children, teachers, and the school community — a broader claim this one bears on
• Classroom views of greenery improve children's concentration compared with built views or windowless classrooms — related
• Physical environment elements — sunlight, nature views, temperature, and lighting — affect learning — a broader claim this one bears on
• Student motivation, enjoyment, and engagement are higher in natural learning settings, including spillover to subsequent indoor lessons — related
• Forest preschool attendance is associated with higher nature connectedness on some measures, with no significant changes in environmentally responsible behaviors — related
• Outdoor learning in nature significantly increases students' physical activity in most studies, with some null results — related
• Outdoor learning in nature reduces student stress (cortisol decline), but stress-restoration findings are mixed by measure and age — related
• Effects of nature exposure on divergent thinking are mixed: five of eight reviewed studies showed significant effects while others found null or partial effects — related
• In secondary school students, breaks with green views or walks in larger green spaces improve attention performance — related