Time in Nature and Its Impact on Classroom Focus

Abstract

The first part of this action research was designed to assess the benefits of time in nature on classroom focus and productivity. Data were collected by the teacher-researcher through observation and recording productive and non-productive activities of twenty-eight students in a Montessori mixed-age Upper Elementary (grades 4, 5, 6) classroom. This was done twice on a day of the week when the class did not go into nature, and twice on a day when the class did go into nature for 45-60 minutes before their independent work time. The researcher then analyzed the data for patterns on the effect of time in nature. The data showed that on nature outing days, students were able to stay focused for longer periods of time and the productivity slump usually seen on the last day of the school week seemed to be less drastic. This action research also aimed to assess the perceptions of students and their parents about the impact time in nature had on the children’s mental health and focus via a seven-question anonymous online survey. The survey showed strong support in the community for spending school time in nature. Parents and students alike also felt the children were happier, more focused, calmer, and healthier after spending time in nature. In the end, this study further corroborated previous findings that time in nature is beneficial for children in school and improves focus and productivity in the classroom.