Abstract The natural environment is associated with better behaviour and academic performance in children. However, research to date has been cross-sectional and it is important for experimental studies to investigate if a causal relationship exists. Further, participant samples from areas characterised as disadvantaged are underrepresented in the research. This study investigates the effect that lessons in nature have on disadvantaged young people’s behaviour and learning compared to lessons in a standard classroom over one school term (10 weeks). A quasi-experimental study was conducted in a socioeconomically disadvantaged city in Australia. Three classes were taught in a standard indoor classroom for 5 weeks; then two of those classes relocated to a green outdoor classroom for the remaining 5 weeks; researcher observations of redirect rates, teacher ratings of behaviour, and academic grades were analysed. Students (13–14 years old) spent more time on-task in outdoor classrooms at the rate of an extra 20 s per teacher redirect, and this effect lasted over several weeks. Although engagement was better, this did not translate to better grades; reasons for this discrepancy are discussed. Outdoor classrooms may promote less disengagement and misbehaviour in class, and this could be significant for those affected disproportionately by it.

中文翻译：

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在大自然中教授传统的室内学校课程：对学生学习和行为的影响

摘要 自然环境与儿童更好的行为和学习成绩有关。然而，迄今为止的研究都是横断面的，对于实验研究来说，调查是否存在因果关系很重要。此外，来自弱势地区的参与者样本在研究中代表性不足。本研究调查了在一个学期（10 周）内，与标准课堂中的课程相比，大自然中的课程对弱势年轻人的行为和学习的影响。在澳大利亚的一个社会经济弱势城市进行了一项准实验研究。三节课在标准的室内教室里教授了 5 周；然后其中两个班级在剩下的 5 周内搬到了绿色的户外教室；研究人员对重定向率的观察，对教师的行为评分和学业成绩进行了分析。学生（13-14 岁）在户外课堂上花更多的时间完成任务，每位教师多花 20 秒，这种效果持续了数周。尽管参与度更高，但这并没有转化为更好的成绩；讨论了这种差异的原因。户外教室可能会减少课堂上的疏离和不当行为，这对于受其影响不成比例的人来说可能意义重大。