Chawla Louise, Keena Kelly, Pevec Illène, Stanley Emily
Environmental Design Program, University of Colorado, P.O. Box 314, Boulder, CO 80309-0314, USA.
Achieve Academy, Mapleton Public Schools, 9308 West Nichols Drive, Littleton, CO 80128, USA.
Health Place. 2014 Jul;28:1-13. doi: 10.1016/j.healthplace.2014.03.001. Epub 2014 Mar 29.
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.
本文探讨绿色校园如何减轻学生的压力并促进其恢复力的保护因素。它记录了美国马里兰州和科罗拉多州的学生在三种情况下对绿色校园的反应：低年级小学生课间在树林里玩耍；高年级小学生将自然栖息地用于科学和写作课程；高中生参与园艺活动。基于人种学观察和访谈，本文描述了自然区域如何使学生能够缓解压力、集中注意力、培养能力并形成支持性的社会群体。这些发现对恢复力和恢复理论以及学校压力管理干预措施具有启示意义。
