There is growing interest recently in the outdoor environment surrounding schools where students spent time during breaks, in-school activities, and after-school programs. Several reviews have examined the impact of long-term exposures to nearby nature on students’ academic achievement, but none has focused on the effects of short-term contacts with nature on students’ cognitive performance. The aim of this review is to understand the context in which short-term passive exposures to greenness occur, how cognitive performance is measured, and the conditions under which cognitive benefits emerge at various educational levels. We reviewed 14 studies in the extant literature that report investigations involving students at different educational levels, from elementary school to university, in a short exposure to nature lasting from 10 to 90 min during a study day. The review shows that in 12 out of the 14 studies, across educational levels, cognitive benefits emerge in terms of directed attention restoration from mental fatigue due to contact with nature. A no-cost opportunity to sustain students’ cognition is a break in a green environment after mentally demanding activities.

最近，学生们在课间休息、校内活动和课外活动中度过的户外环境越来越受到关注。一些评论研究了长期接触附近自然环境对学生学业成绩的影响，但都没有关注短期接触自然对学生认知表现的影响。本综述的目的是了解短期被动暴露于绿色环境的背景，如何衡量认知表现，以及在不同教育水平上出现认知益处的条件。我们回顾了现有文献中的 14 项研究，这些研究报告涉及不同教育水平的学生，从小学到大学，在研究日期间持续 10 到 90 分钟的短暂接触大自然。审查表明，在 14 项研究中的 12 项中，跨越教育水平，认知益处出现在从与自然接触导致的精神疲劳中直接恢复注意力方面。维持学生认知的免费机会是在精神上要求的活动之后在绿色环境中休息。