During the winter and early spring months in Quebec, the weather often presents challenges. However, a remarkable experiment took place during February, March, and April. Over 500 children aged 10 - 12 were given outdoor classes for two hours each week. The aim was to determine if time in nature through art, meditation, or environmental learning could have an indirect impact on a child's mental health. Led by Dr. Tianna Loose from the Université de Montréal, students were randomized into the outdoor intervention or regular classes.

Our Suspicions and the Study's Findings

There has been a long-held suspicion that exposing children to nature away from screens is beneficial for their mental health. The spikes in anxiety disorders seen in classrooms demand solutions. This study shows that time in nature with structured programming can significantly reduce children's self-reported symptoms of depression and anxiety. But a critical finding is that only those children who already scored above average for internalizing problems showed a significant change after the 12 - week intervention. This doesn't mean the other children didn't enjoy being outdoors or didn't experience physical health benefits; it just means those factors weren't studied.

Understanding "Differential Impact"

This study reminds us of the concept of "differential impact." It means that the most disadvantaged, traumatized, and vulnerable children often benefit the most from our efforts to help them. Our team has observed this with mindfulness training as well. Those children with the most challenges are the ones who gain the most from mental health interventions. In practice, children who spend a lot of time indoors and online are likely the ones who need an outdoor classroom the most. Their lives are often not of their own making. Overly stressed parents may use technology to occupy their children instead of letting them enjoy time outside.

The Challenges of "Outside"

It's easy to say "let your kids play outdoors," but for those living in high - rises or areas lacking green spaces, "outside" may mean busy streets rather than the mythic suburb with leafy trees and sidewalks. Finding affordable recreational activities can be a struggle. On the other hand, schools often have access to the outdoors just beyond their front doors, and the cost and risk of taking kids outside are relatively low.

The Takeaway for Parents and Educators

The more depressed and anxious a child is, the more they need time outdoors. This is an important lesson for both parents and educators. By providing outdoor experiences, we can help these children improve their mental health. It doesn't have to be a grand adventure; even a short time outdoors can make a difference. We should encourage schools to make more use of their outdoor spaces and help parents find ways to get their children outside. After all, a child's mental health is just as important as their academic achievements.