Abstract
In the present research, we evaluated the restorative impacts of green walls with living plants in classrooms of two elementary schools using a controlled, prospective design with baseline measurements and follow-ups at 2 and 4 months. At each time of measurement, children's (n = 170, age = 7-10) cognitive performance, well-being, and classroom evaluations were measured with attentional tests and self-report questionnaires. Results show that children in the four classrooms where a green wall was placed, as compared with children in control groups, scored better on a test for selective attention; processing speed was not affected by the green wall. The green wall also positively influenced children's classroom evaluations. There were no measurable effects of the green wall on children's self-reported well-being. The green walls were generally evaluated positively during the two follow-ups. These results provide some of the first empirical support for green walls as a means for restorative classroom design.
Original language | English |
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Pages (from-to) | 791-813 |
Number of pages | 23 |
Journal | Environment and Behavior |
Volume | 49 |
Issue number | 7 |
Early online date | 23-Sept-2016 |
DOIs | |
Publication status | Published - 1-Aug-2017 |
Keywords
- green walls
- schoolchildren
- plants
- classroom
- attention
- INTERIOR PLANTS
- PERFORMANCE
- SCHOOLS
- STRESS
- ATTENTION
- RECOVERY
- CHILDREN
- IMPACT
- ADHD