Abstract
Background
Nature can weaken the negative effects of deprivation on health, shifting away from pathogenic models of health and supporting the wellbeing of disadvantaged groups. Nevertheless, children living in deprived areas are nine times less likely to have access to nature compared to more affluent children. Schools can facilitate equity of access to nature, thereby playing a crucial role in addressing health inequities. What has received scant attention in existing literature is how access to, and engagement with, nature can be facilitated through arts experiences.
Methods
‘Eco-capabilities’ is a pilot study exploring the impact of the arts-in-nature practice - ‘Artscaping’ - on the wellbeing of 101 children (aged 7–10) living in areas of high deprivation. Qualitative and arts-based methods were used to understand children's, artists' and teachers' experiences of participating in the intervention. Quantitative methods were used to gain preliminary information on children's self-reported measures of wellbeing pre- and post-intervention.
Findings
Children's wellbeing was supported by the development of: self-confidence and self-esteem; agency; slowliness and calmness; and connectedness with nature. Although children's self-reported measures of wellbeing did not reach statistically significance, the most noticeable changes were that children felt happier with their life as a whole, spending time outdoors and doing things away from home, and more optimistic about what future holds for them.
Conclusions
This study developed the proof of concept for the arts-in-nature intervention. Future research should focus on scaling-up this intervention in primary, secondary and special schools in a wider range of geospatial contexts. Future research should also prioritise the collaboration between artists and teachers to ensure the sustainability of this practice beyond the scope of the research.
Nature can weaken the negative effects of deprivation on health, shifting away from pathogenic models of health and supporting the wellbeing of disadvantaged groups. Nevertheless, children living in deprived areas are nine times less likely to have access to nature compared to more affluent children. Schools can facilitate equity of access to nature, thereby playing a crucial role in addressing health inequities. What has received scant attention in existing literature is how access to, and engagement with, nature can be facilitated through arts experiences.
Methods
‘Eco-capabilities’ is a pilot study exploring the impact of the arts-in-nature practice - ‘Artscaping’ - on the wellbeing of 101 children (aged 7–10) living in areas of high deprivation. Qualitative and arts-based methods were used to understand children's, artists' and teachers' experiences of participating in the intervention. Quantitative methods were used to gain preliminary information on children's self-reported measures of wellbeing pre- and post-intervention.
Findings
Children's wellbeing was supported by the development of: self-confidence and self-esteem; agency; slowliness and calmness; and connectedness with nature. Although children's self-reported measures of wellbeing did not reach statistically significance, the most noticeable changes were that children felt happier with their life as a whole, spending time outdoors and doing things away from home, and more optimistic about what future holds for them.
Conclusions
This study developed the proof of concept for the arts-in-nature intervention. Future research should focus on scaling-up this intervention in primary, secondary and special schools in a wider range of geospatial contexts. Future research should also prioritise the collaboration between artists and teachers to ensure the sustainability of this practice beyond the scope of the research.
| Original language | English |
|---|---|
| Article number | 102072 |
| Journal | Journal of Environmental Psychology |
| Volume | 90 |
| DOIs | |
| Publication status | Published - 27 Jul 2023 |