Exploring the feasibility of nature-based wellbeing interventions within primary schools in England

This qualitative study will explore the use and effectiveness of nature-based wellbeing interventions
within urban and rural primary schools in England, exploring the perspectives and experiences of
teachers and pupils.
Despite clear evidence that nature exposure has wellbeing benefits (e.g. Ulrich 1991), and the
widespread use of nature-based wellbeing interventions away from school e.g. in dementia care (Natural
England 2016), evidence is lacking around their use in schools.
With increasing incidence of child mental illness and demand on mental health services at a time of cuts,
low levels of pupil wellbeing, increasing recognition that schools have a role in child wellbeing and
mental health (IPPR 2016) and difficulties in engaging pupils in existing wellbeing support (DfE 2017),
further research is needed to identify effective interventions. 7.7% of primary pupils have a diagnosed
mental health issue, with many others at risk (Layard 2011), making the primary context highly relevant.
With conflicting evidence around children's nature exposure in urban areas, for example, Moss describes
nature as more difficult to access in urban areas (2012), while Lin et al. state that exposure is more
relevant to having interest in nature, rather than its proximity (Lin et al. 2014), there is a need to study
this nature-based wellbeing interventions across rural and urban primary schools.
This study will therefore add to existing literature by determining the use and effectiveness, and
therefore the feasibility, of nature-based wellbeing interventions to effectively prevent and treat poor
child wellbeing and mental health in urban and rural primary schools.