A scoping review of nature-based programmes in schools for mental health and wellbeing in young people

Preprint

Background: Adolescent mental health difficulties are rising in the UK, yet school-based provision is limited. Nature-based Programmes (NbPs) are increasingly promoted as alternative or supplementary interventions for Mental Health and Wellbeing (MHWB), but evidence in secondary schools is under-explored.

Aim: In this scoping review, we map existing NbPs in secondary school contexts; identify reported outcomes for mental health, wellbeing, and learning; and assess evidence quality for NbPs in secondary-school provision.

Methods: We followed PRISMA-ScR guidelines (protocol: https://osf.io/qczas), searching five databases and the grey literature. Eligible studies reported school-based NbPs for students aged 10–18. The review process included screening, data extraction, and appraisal (using MMAT), and was co-produced with policymakers, educators, and young people.

Results: From 17,723 records, 22 studies were included. NbPs encompassed school gardening, outdoor education, conservation, forest pedagogy, recreation in nature, and passive nature engagements. Most NbPs were delivered weekly on school grounds or in local greenspaces. Reported MHWB outcomes included reduced anxiety and stress, improved selfesteem and resilience, enhanced prosocial behaviour and school connectedness, and enhanced nature connectedness. Evidence for academic outcomes was mixed, with modest gains in science engagement and arithmetic but little evidence of broader academic performance benefits. Overall study quality was moderate, with small samples, limited use of control groups, and heterogeneity in outcome metrics.

Conclusion: NbPs show promise for supporting adolescent MHWB in secondary schools, with school and nature connectedness emerging as potential mediators. However, evidence for cognitive and academic gains remains limited. In future, robust, UK-based Randomized Control Trials (RCTs) with standardised outcome measures are needed to assess efficacy of NbPs.

Authors: Lorimer, J; Menon, S; Polgreen, K; Wilhelm, K; Singh, I

• Publication status: Published
• Peer review status: Not peer reviewed
• Preprint server: PsyArXiv
• Publication date: 2025-12-09
• DOI: 10.31234/osf.io/rf5xd_v1
• Language: English
• Keywords: nature-based programmes; educational psychology; mental health; prevention; schools; scoping review