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Forest schools, which originated in Denmark in the 1950s, have become increasingly popular worldwide for their unique and holistic approach to early childhood education. In these schools, children spend most of their day outdoors, immersed in woodland or natural environments, where they are encouraged to explore their own interests and challenge their physical abilities. While this approach is celebrated for its developmental benefits, it also raises questions, especially from parents and policymakers, about the health implications of prolonged exposure to the elements. On the other hand, spending time in nature has been associated with various health benefits, such as better mental health and increase immune system functioning. This juxtaposition leads many to question: do children who attend forest schools get sick more or less often than children in traditional indoor schools? One might reasonably assume that children with a better-functioning immune system could have a lower rate of transmitting and contracting viruses, including a shorter duration of infection, thereby reducing the likelihood of infecting others. Let’s explore what the research says about this topic.
Fresh Air and Physical Activity
A key element distinguishing forest schools from traditional indoor daycare is the exposure to fresh air and the natural environment. It's a well-known fact that recirculated indoor air can contribute to the spread of airborne diseases like flu and colds. Forest schools offer an environment rich in fresh air and sunlight, potentially reducing the transmission of such illnesses. Additionally, children in forest schools are typically more active physically, engaging in exploration and play in natural settings. Student activity levels measured using accelerometers have found mean activity levels are more than twice as high on forest school days compared to regular school days (Mygind, 2007). This increase in physical activity is not only beneficial for physical development but also for strengthening the immune system. An active lifestyle from an early age can contribute to overall better health and potentially lower the incidence of common childhood illnesses.
Immune System Development
A key area of research is the impact of forest schools or nature exposure on children's immune systems. The "biodiversity hypothesis" suggests that exposure to various natural elements and microorganisms can strengthen the immune system and even reduce the risk of allergies and autoimmune diseases. This is particularly relevant in the context of modern urban living, where increased cleanliness has led to reduced biodiversity, possibly leading to higher rates of certain immune-related disorders. A study published in Science Advances in 2020 found that by bringing forest elements, such as forest floor and sod, into the yards of urban daycare, children’s skin and gut microbiota changed after just 28-days, suggesting a stimulation in immunoregulatory pathways and improved immune functioning (Roslund, et al., 2020). This study provides clear evidence of nature exposure on children’s immune system health.
If mere short-term changes to urban daycare environments can yield such positive effects on children’s immune systems, the continuous and immersive nature of forest schools could potentially have a more profound impact. The findings from Rooslund et al.’s study suggest a promising avenue for further research, indicating that the consistent, natural environment provided by forest schools might indeed play a significant role in enhancing children’s immune health and resilience against certain diseases.
Respiratory Health
Research also points to potential respiratory health benefits for children attending forest schools. Numerous studies have found an association between more green spaces in urban areas and better respiratory health, indicated by lower rates of asthma, lung infections, and other respiratory illnesses (reviewed by Mueller, et al., 2022). This could be attributed to better air quality in natural settings, reduced exposure to indoor allergens and pathogens, higher physical activity levels of the children, and higher microbial diversity.
The unique environment of forest schools, characterized by cleaner air and a rich variety of microbial life, could play a crucial role in promoting better respiratory health among children. It may act as a natural shield against respiratory ailments that are more common in urban or indoor environments, suggesting that forest schools may offer significant health benefits for children’s respiratory wellness.
Mental Health and Stress Reduction
There’s also evidence that forest schools benefit mental health and stress levels, which can indirectly influence physical health. Cortisol levels, the primary hormone associated with stress, has been shown to decrease in children on days they engage in forest activities and spend time in natural environments (Dettweiler, et al., 2017; Yun, et al., 2019). The calming effect of nature, as well as increased physical activity, contributes to reduced stress and anxiety levels in children. These lowered stress levels are known to be linked to enhanced immune function, presenting another potential mechanism through which forest schools may contribute to reducing illness.
Comparisons with Traditional School Settings
Given all the health benefits associated with forest schools, you might then be wondering, do children who attend forest schools actually get sick less often than children attending conventional indoor schools? Contrary to what might be expected, both research conducted in Denmark and the U.S. has found no significant difference in the rate of children being absent from school due to sickness between these two educational environments (mygind, et al., 2003; Frenkel, Tandon, Frumkin, & Stoep, 2018). Several factors could contribute to this unexpected similarity. While forest schools offer fresh air, increased physical activity, and exposure to diverse microbiomes, children are still play in close proximity to each other and share many toys and tools, which may lead to the spread of germs and viruses. Furthermore, while the frequency of sickness might not differ significantly, the nature of the illnesses and overall health and wellbeing could vary. For instance, the rate of contracting colds and flus may be similar, but the rate of asthma or allergies (typically that do not lead to children missing school) may be different between the two. The overall health benefits that are associated with forest schools may also be more apparent in long-term health and protection against more severe illnesses, such as pneumonia or lung cancer.
It's important to keep in mind that research in this field is still emerging, and there are many more areas to be explored in order to fully understand the issue. Long-term, large-scale studies that look beyond the mere absenteeism due to illness and consider a wider range of health indicators would provide a more holistic understanding.
While current research suggests potential health benefits of forest schools, including possibly reduced incidence of certain illnesses, more comprehensive studies are needed. The evidence points to a complex interplay between environmental exposure, physical activity, and stress reduction contributing to these health outcomes. As forest schools continue to grow in popularity, they present a unique opportunity to further our understanding of the relationship between nature, learning environments, and child health. What is evident is the inherent value of nature exposure. The environment provided by forest schools, rich in natural elements, fresh air, and opportunities fo physical activity, stands as a testament to the positive influence nature can have on young minds and bodies. As we continue to explore and learn more about these dynamic learning spaces, it becomes increasingly clear that forest schools offer more than just an alternative educational approach—they present a holistic path to nurturing healthier, more resilient, and well-rounded individuals.
References:
Dettweiler, U., Becker, C., Auestad, B. H., Simon, P., & Kirsch, P. (2017). Stress in school. Some empirical hints on the circadian cortisol rhythm of children in outdoor and indoor classes. International journal of environmental research and public health, 14(5), 475.
Frenkel, H., Tandon, P., Frumkin, H., & Vander Stoep, A. (2019). Illnesses and injuries at nature preschools. Environment and Behavior, 51(8), 936-965.
Moen, K. H., Bakke, H. K., Bakke, Ø., & Fors, E. A. (2007). Preschool children's sickness absenteeism from Norwegian regular and outdoor day care centres: A comparative study. Scandinavian journal of public health, 35(5), 490-496.
Mygind, O., Rønne, T., Søe, A. L., Wachmann, C. H., & Ricks, P. (2003). Comparative intervention study among Danish daycare children: the effect on illness of time spent outdoors. Scandinavian journal of public health, 31(6), 439-443.
Mygind, E. (2007). A comparison between children's physical activity levels at school and learning in an outdoor environment. Journal of Adventure Education & Outdoor Learning, 7(2), 161-176.
Mueller, W., Milner, J., Loh, M., Vardoulakis, S., & Wilkinson, P. (2022). Exposure to urban greenspace and pathways to respiratory health: An exploratory systematic review. Science of The Total Environment, 829, 154447.
Roslund, M. I., Puhakka, R., Grönroos, M., Nurminen, N., Oikarinen, S., Gazali, A. M., ... & ADELE Research Group. (2020). Biodiversity intervention enhances immune regulation and health-associated commensal microbiota among daycare children. Science advances, 6(42), eaba2578.
Yun, S. Y., Seol, G. A., Jang, H. H., Kim, M. J., & Choi, B. J. (2019). Forest activities for developing emotional vocabulary and lowering cortisol levels in kindergarteners. Journal of People, Plants, and Environment, 22(4), 385-393.
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