ArticleJCPP advances2026
The impact of nature-based education on neurodivergent adolescent mental health and wellbeing: A systematic scoping review.
Article in JCPP advances, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Authors and funding
6 authors.
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Abstract
Background: Around 10% of young people have a diagnosed neurodevelopmental condition or consider themselves neurodivergent (brain function different to that considered typical). Neurodivergent young people (NYP) utilise health services more frequently than their peers and are at increased risk of mental health problems, school absenteeism and suspension. Research shows that nature benefits mental health; nature-based education (NBE) may be beneficial to NYP, providing opportunities for improved social skills, positive relationships, increased concentration and motivation outside traditional classrooms. Improved attendance, engagement with schooling, alongside improved support and social inclusion, will likely result in improved physical and mental health for NYP. This systematic scoping review aimed to provide an overview of research related to the impact of NBE on NYP mental health and wellbeing. Methods: Four electronic databases (MEDLINE, APA PsycINFO, Education Resources Information Centre, Education Research Complete) and supplementary grey literature were searched on 18/09/24 and 31/07/26 and reported according to the PRISMA-ScR checklist. Eligibility criteria included NYP aged 10-19 years, NBE, mental health impact, English language, from 1990 to date. Data were extracted, charted descriptively, and synthesised narratively. Results: 5767 records were screened, 97 at full text. Ten records (of nine studies) met inclusion criteria. Studies were heterogenous, small, exploratory, largely qualitative, most reported on Forest School and lacked generalisability. Mental health impact was often not the main objective and therefore not robustly captured, but all studies linked NBE to direct and indirect wellbeing benefits, including providing space and enhanced opportunities for social, cognitive, emotional, and motivational development and psychological resilience mechanisms. Conclusion: Research indicates the positive impact of NBE on mental health. Within the context of increasing nature deficit and worsening mental health for NYP, more work is needed to robustly evaluate NBE as an alternative educational model and identify key components that confer mental health benefits.
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