Last Child in the Woods: Saving Our Children From Nature-Deficit Disorder Louv, Richard (e book reader pc TXT) 📖

had had any experiences, either positive or negative, related to any aftereffects of green settings on their child’s attention. One parent said she had recently begun taking her son to the local park for 30 minutes each morning before school because the weather was nice, and they “had some time to kill.” She then said, “Come to think of it, I have noticed his attitude toward going to school has been better, and his schoolwork has been better this past week. I think it’s because spending time at the park is pleasurable, peaceful, quiet, calming.”

Another parent reported that his son could hit golf balls or fish for hours, and that during these times the boy was “very relaxed” and his attention-deficit symptoms minimal. “When I read the results of your study, they hit me in the face,” he told the researchers. “I thought, yes, I’ve seen this!”

So had some of the parents I interviewed. Noticing that their children’s ADHD symptoms were calmed by natural settings, they applied common sense; they were already encouraging their kids to spend more time outdoors, and they felt affirmed when I told them about the Illinois studies.

Taylor’s and Kuo’s more recent research findings are equally provocative. According to an unpublished study (which Taylor emphasizes is “a work in progress”), attention performance for unmedicated children clinically diagnosed with ADHD was better after a simple twenty-minute walk in a park, with a natural setting, than it was after a walk through well-kept downtown and residential areas.

Expanding such knowledge, and applying it in practical ways, will be the next challenge. Although today’s common medications for ADHD offer temporary gains, including sustained attention and academic productivity, these medications may do little for a child’s long-term success, either socially or academically. The medications can also have unpleasant side effects, among them sleep disruption, depression, and growth suppression of approximately half an inch per year on average, as reported in a large randomized trial funded by the National Institute of Mental Health. A second class of treatment—behavioral therapies—teaches children how to self-monitor attention and impulsive behavior, but the success of these therapies has been mixed.

More time in nature—combined with less television and more stimulating play and educational settings—may go a long way toward reducing attention deficits in children, and, just as important, increasing their joy in life. Researchers at the Human-Environment Research Laboratory believe that their findings point to nature therapy as a potential third course of treatment, applied either in concert with medication and/or behavioral therapy, or on its own. Behavioral therapy and nature therapy, if used collaboratively, might teach the young how to visualize positive experiences in nature when they need a calming tool. One psychiatrist who works with ADHD children relates how he sometimes slides into mild depressions. “I grew up fly-fishing in Michigan, and that was how I found peace as a child,” he says. “So, when I begin to feel depressed, I use self-hypnosis to go there again, to call up those memories.” He calls them “meadow memories.” Though he is a firm believer in the proper use of the currently available medications for ADHD, he is encouraged by the possibility that nature therapy might offer him another professional tool. And, as Kuo points out, prescribing “green time” for the treatment of ADHD has other advantages: it’s widely accessible, free of side effects, nonstigmatizing, and inexpensive.

If it’s true that nature therapy reduces the symptoms of ADHD, then the converse may also be true: ADHD may be a set of symptoms aggravated by lack of exposure to nature. By this line of thinking, many children may benefit from medications, but the real disorder is less in the child than it is in the imposed, artificial environment. Viewed from this angle, the society that has disengaged the child from nature is most certainly disordered, if well-meaning. To take nature and natural play away from children may be tantamount to withholding oxygen.

An expanded application of attention-restoration theory would be useful in the design of homes, classrooms, and curricula. New York’s Central Park, the first professionally designed urban park in America, was originally seen as a necessary aid to both civic consciousness and public health. It was construed as a place where all New Yorkers, regardless of class, age, or health, would benefit from fresh air. If nature-deficit disorder, as a hypothetical condition, affects all children (and adults) whether or not they have some biological propensity for attention deficit, then nature therapy at the societal and individual levels will do the greatest good for the greatest number of people.

Research on the impact of nature experiences on attention disorders and on wider aspects of child health and development is in its infancy, and easily challenged. Scientists doing some of the best of this research are the first to point that out. “For many of us, intuition emphatically asserts that nature is good for children,” write Taylor and Kuo, in an overview of the research to date. “Beyond these intuitions, there are also well-reasoned theoretical arguments as to why humans in general—and therefore children—might have an inborn need for contact with nature.” Yes, more research is needed, but we do not have to wait for it. As Taylor and Kuo argue, “Given the pattern of statistically reliable findings all pointing the same direction and persisting across different subpopulations of children, different settings, and in spite of design weaknesses, at some point it becomes more parsimonious to accept the fact that nature does promote healthy child development.” If, as a growing body of evidence recommends, “contact with nature is as important to children as good nutrition and adequate sleep, then current trends in children’s access to nature need to be addressed.”

Even the most extensive research is unlikely to capture the full benefits of direct, natural experience. One aspect sure to elude measurement—a phenomenon that will be discussed later in these pages—is the contribution of nature to the spiritual life of the child, and therefore to the adult. This we know: As the sign