Children’s Attentional Processes in Outdoor and Indoor Environments: The Role of Physiological Self-Regulation

Urban Farm DB summary

This study investigated the effects of indoor (classroom) and outdoor (green school garden) environments on attentional processes in 42 third and fourth-grade children, considering emotion and physiological self-regulation (heart rate variability). Children were less distracted by negative emotional materials when presented with an outdoor background and showed greater selective and sustained attention in the green environment compared to the classroom. Sustained attention also varied in relation to physiological self-regulation, but only when performing the task indoors.