Children's experiences of nature in primary school environments: contextual influences and child-nature-distance ranges

The aim of this study is to measure the extent of children’s direct experiences of nature within primary school environments, in relation to contextual differences according to urban, social, and pedagogical aspects. In order to achieve this, we have identified primary schools in Glasgow and Ho Chi Minh City as case studies, allowing the collection of information provided by parents of children studying in six investigated schools, and demonstrating the application of the ‘Child-Nature-Distance’ methodology. The results indicate: - a global trend in declined natural experiences of children across different social contexts; - educational approaches and urban environments importantly dominate the opportunities for children to be in contact with nature in both living and studying environments. In primary school spaces (indoor and outdoor), findings also indicate that children’s multi-sensorial natural experiences are significantly influenced by factors relating to a school’s neighbourhood areas, its built environment master planning, architectural features, and its interior design. These findings have decisive implications for the decision-making process involved in primary school architecture, and an enhanced ability to (re)connect children and nature.