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Previous research has demonstrated positive associations between the greenness of high school landscapes and school-wide academic performance. We do not know, however, if green landscapes cause better performance or if the association between the two is a product of self-election. If there is a causal relationship the pathways through which green school landscapes affect student performance remain unclear. We hypothesize that views on to green landscapes help students recover from mental fatigue and stress.

Results demonstrate that classroom views to green landscapes cause significantly better performance on tests of attention and increase student’s recovery from stressful experiences.

Dongying Li, William C. Sullivan

Landscape and Urban Planning (148). April 2016, pp. 149-158


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