There is increasing evidence for the restorative and stress-reducing benefits of natural window views and indoor vegetation. However, few studies have investigated associations between the naturalness of window and interior classroom views and students’ well-being and performance in primary schools. The present cross-sectional study investigated associations between the naturalness of window and interior classroom views and primary students’ subjective well-being and actual performance in a standardized attention and concentration test. Well-being was assessed with a written survey, covering students’ satisfaction and comfort in school, ability to concentrate and learn in class, satisfaction with achievements, perceived stress, and social belonging. Attention and concentration were measured with the d2-revision test. Social density, wall color, and degree of classroom decoration were controlled for. Students (n = 785; 8–11 years old; all 4th graders) reported less stress and were more focused on a task in classrooms with more natural window views, i.e., in rooms where more natural elements could be seen outside. Natural interior views, and thus the number of plants in a classroom, were not significantly associated with the tested variables. Children’s nature connectedness (measured as their time spent in nature and on plant care) was positively associated with feelings of comfort and learning satisfaction in school. Time spent in nature was also associated with less perceived stress and fatigue, and with more attentive behavior during lessons. Performance in the d2-revision test was not associated with the naturalness of classroom views, but was lower for children who perceived stress in school.

越来越多的证据表明，天然窗户和室内植被具有恢复性和减轻压力的作用。但是，很少有研究调查窗户和室内教室视野的自然性与小学学生的幸福感和表现之间的联系。本横断面研究调查了在标准化注意力和集中力测试中窗户和室内教室视野的自然性与小学生主观幸福感和实际表现之间的关联。通过书面调查评估幸福感，该调查涵盖学生在学校的满意度和舒适感，在课堂上集中精力和学习的能力，对成就的满意度，感知的压力和社会归属感。注意力和浓度通过d2修订测试进行测量。社会密度，墙壁颜色，和教室装饰的程度得到控制。学生（n = 785； 8-11岁；所有的四年级学生）报告的压力较小，并且更专注于在具有更自然窗户视野的教室（即，在室外可以看到更多自然元素的教室）中进行的任务。自然的内部视野以及教室中的植物数量与测试变量没有显着关联。儿童的自然联系（以他们在自然和植物护理上所花费的时间来衡量）与学校的舒适感和学习满意度呈正相关。在大自然中度过的时间还与减少的压力和疲劳感以及在上课时表现出更专注的行为有关。d2修订测试中的表现与课堂观点的自然性无关，