Research from Quebec demonstrates that incorporating nature into the school day can yield measurable mental‑health benefits for children.

The study, a collaboration between McGill University and Université de Montréal’s Observatoire pour l’éducation et la santé des enfants, was published in JAMA Network Open and focused on students aged 10 to 12.

Over a three‑month period, 10‑year‑old and 12‑year‑old students were divided into two groups. Half continued with their regular school routine, while the other half attended a nature‑based intervention program.

During the intervention, participants spent two hours each week in nearby parks. While teachers delivered standard lessons, they also guided short, mindfulness‑oriented activities—such as mindful walks and haiku writing—to support mental well‑being.

Post‑intervention surveys revealed significant improvements in the nature group’s mental‑health scores, particularly among children who began the study with higher levels of anxiety or depression. These students also reported feeling calmer, more relaxed, and better able to focus in class.

“Our findings suggest that nature‑based programs can provide targeted support for children with greater mental‑health vulnerabilities, potentially leveling the playing field for all school‑age learners,” said Sylvana Côté, professor at Université de Montréal’s School of Public Health and co‑author of the study.

The researchers emphasize that this approach is low‑cost and feasible, especially for schools situated near parks or green spaces. Parents, too, can take advantage of these insights—organizing weekly mindfulness walks in local parks can mirror the classroom benefits.

Overall, the study highlights nature as a powerful, accessible ally in promoting children’s mental health and academic engagement.