Researchers from Griffith University conducted a comprehensive analysis to understand how exposure to natural environments might influence the cognitive development of children and teenagers. The work sought to quantify whether encounters with forests, gardens, and parklands leave measurable marks on mental skills that support learning and everyday problem-solving, while keeping the inquiry firmly grounded in robust scientific methods. The broad question was simple: does time spent in nature correlate with sharper cognition in young people, and if so, through what mechanisms might this effect manifest?
To answer this question, scholars examined a large body of existing evidence, bringing together findings from 51 prior studies that explored a variety of natural settings and interaction formats. In total, the synthesis drew on data from nearly 37,000 participants, spanning diverse ages within childhood and adolescence. The sheer scale of the review helped illuminate patterns that smaller, isolated studies might miss, offering a more stable view of nature’s potential influence on the developing mind.
The review encompassed a wide range of activities designed to engage with the natural world. Some studies focused on cognitive tasks performed outdoors or in green spaces, while others examined the effects of guided walks, nature-based games, or structured outdoor play. Additional approaches included using technology to provide virtual exposure to nature—such as immersive images or nature sounds—to compare with direct, real-world experiences. This diversity allowed researchers to test whether different modes of nature contact could produce similar cognitive benefits or whether some methods were more effective than others.
Across the included studies, findings pointed to a modest yet consistent positive relationship between nature exposure and cognitive performance. Notably, improvements were observed in attention—specifically, the capacity to maintain focus amid distractions—and in executive functions, which encompass planning, task switching, working memory, and the regulation of behavior for goal-directed activities. These domains are central to classroom learning, problem-solving, and daily tasks that require sustained mental effort. The results suggest that nature can act as a supportive context for cognition, helping young people organize thoughts, prioritize actions, and recover from mental fatigue during demanding activities.
Executive cognitive functions are a cluster of higher-level processes that enable systematic thinking and goal management. When these functions operate smoothly, individuals can plan ahead, hold and manipulate information in working memory, switch between tasks with ease, monitor performance, and adapt to changing requirements. Improvements in these areas can translate into better study habits, more effective collaboration, and a greater capacity to regulate emotions and impulses, all of which contribute to overall academic and social functioning. The body of evidence indicates that even short, regular interactions with natural environments may contribute to these essential skills over time.
The researchers concluded that the observed patterns align with a well-known psychological theory known as attention restoration theory. This perspective argues that prolonged engagement with natural settings can replenish depleted attentional resources, restoring the capacity to focus and engage in complex cognitive tasks. In practical terms, children and adolescents who regularly experience nature, whether through outdoor education, visits to parks, or family time in green spaces, might experience incremental gains in attention and executive functioning that support learning, creativity, and daily problem-solving. The idea is not that nature replaces formal schooling but that it serves as a complementary backdrop that nurtures mental clarity and cognitive resilience, especially during periods of mental fatigue or high cognitive demand.
Beyond the core cognitive outcomes, some researchers have explored the broader psychological and social implications of nature contact. Anecdotal observations and some empirical work suggest that interactions with natural environments can enhance self-confidence and authenticity. When young people feel more at ease and connected with their surroundings, they may exhibit greater willingness to explore, take calculated risks, and engage more openly with peers and instructors. While these outcomes are valuable in their own right, they also intersect with cognitive development by fostering climates in which attention and executive functioning can flourish under less pressure and stress. Taken together, the evidence points to nature offering a multifaceted set of benefits that extend beyond isolated cognitive measures, contributing to a more holistic sense of well-being and capability.