Green Schoolyards as Havens from Stress and Resources for Resilience in Childhood and Adolescence

Item

Title

Green Schoolyards as Havens from Stress and Resources for Resilience in Childhood and Adolescence

Abstract/Description

This paper investigates how green schoolyards can reduce stress and promote protective factors for resilience in students. It documents student responses to green schoolyards in Maryland and Colorado in the United States under three conditions: young elementary school children׳s play in wooded areas during recess; older elementary school children׳s use of a naturalized habitat for science and writing lessons; and high school students׳ involvement in gardening. Drawing on ethnographic observations and interviews, it describes how the natural areas enabled students to escape stress, focus, build competence, and form supportive social groups. These findings have implications for theories of resilience and restoration and school interventions for stress management.

Author/creator

Chawla, Louise

Keena, Kelly

Pevec, Illène

Stanley, Emily

Date

2014

In publication

Health & Place

Volume

28

Pages

1-13

Resource type

en Background/Context

Medium

en Print

Background/context type

en Conceptual

Keywords

children

nature

resilience

schoolyards

stress

Open access/free-text available

en No

Peer reviewed

en Yes

Language

en

ISSN

1353-8292

DOI

10.1016/j.healthplace.2014.03.001

URL

Official Publisher's Webpage (ScienceDirect)

Citation

Chawla, L., Keena, K., Pevec, I., & Stanley, E. (2014). Green Schoolyards as Havens from Stress and Resources for Resilience in Childhood and Adolescence. Health & Place, 28, 1–13. https://doi.org/10.1016/j.healthplace.2014.03.001

Cited in

Critical Social Network Analysis as a Method for Examining How Power Mediates Improvement Efforts

Abbreviation

Health & Place

Item sets

Handbook Chapter 17 Citations

• Email