Schools can play a crucial role in connecting kids to nature. Applying biophilic design to schools is one way to promote this connection, while also enhancing the learning environment for students and teachers. The benefits of more nature-related elements in classrooms and schools include greater attentional performance, reduced stress, more desirable behaviors, and improved cognitive and emotional states.

Biophilia in schools may influence students’ place relationships and related identity formation

Photo essays completed by thirteen adolescent students from two vertical (high-rise) schools in Australia indicated that they valued the biophilic elements of their schools and considered them to be sources of inspiration, stress relief, and optimism.  The students also “strongly related their place experiences and the becoming of their identities to the biophilic elements in and around their schools.”
Baber & Cleveland, 2024. Biophilia and adolescents’ sense of place in Australian vertical schools.
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A biophilic designed learning environment benefits students

This study, conducted over a three-year period in an elementary school in Italy, investigated possible benefits to students (age 6-11) of a biophilic learning environment. Data collected before and after the installation of biophilic features to several classrooms showed that the more nature-oriented environments promote attentional performance, perceived restorativeness, and affiliation with nature.
Barbiero et al., 2021. Bracing Biophilia: When biophilic design promotes pupil’s attentional performance, perceived restorativeness and affiliation with nature.
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Biophilic design in schools could improve academic and other desired outcomes

This research, conducted in the U.S., included an experiment with biophilic interventions at a single classroom in one school and an evaluation of real-life biophilic design applications at an entirely new school. Pre- and post-implementation measurements assessing the impact of biophilic design at the first school showed significant improvements in learning and stress reduction. Positive results at the second school included fewer behavior referrals, better teacher retention, lower absenteeism, and improved test scores.
Browning & Determan, 2024. Outcomes of biophilic design for schools.
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The science of biophilic/biomimicry design practices may be useful for integrating nature into urban schools

This conceptual paper focuses on the importance of including nature in the design of urban schools and offers some ideas on how to apply the science of biophilic/biomimicry design practices to accomplish this goal. Specific examples of successful applications are offered, including the application to vertical schools. The Biomimicry Design Spiral is offered as an approach to engaging both building designers and education professionals in the biophilic design process.
Duffy, 2024. The ‘nature’ of vertical school design—an evolving concept.
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Biophilic design can make schools healthier places for teaching and learning

This systematic review of 67 academic articles considered how the health and well-being factors associated with biophilic design in health-related settings might be applied to educational settings to improve teaching and learning outcomes. The reviewed articles included 44 mentions of positive human responses to biophilic elements, including psychological, physical, emotional and mental outcomes. The most mentioned impacts in the study were related to academic performance and affect.
Fisher, 2024. The biophilic school: A critical synthesis of evidence-based systematic literature reviews.
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Teachers with biophilic elements in their schools report positive impacts on learning

This study included the development of a framework for evaluating biophilic characteristics in primary schools and then used that framework to evaluate two schools in England. One school was rated as “low biophilic” and the other “higher biophilic.”  A survey completed by teachers and parents indicated that they perceived children to prefer the school with the higher biophilic rating. Teacher responses also suggested that the biophilic elements have a positive impact on learning.
Lanzaro & Ucci, 2024. Teacher and parent perception of biophilic conditions in primary-school environments and their impact on children’s wellbeing.
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Various affordable and impactful strategies can be used to add biophilic features to existing K-12 schools

A review of existing biophilic frameworks during phase one of this two-phase study resulted in the identification of 42 strategies that could be used to add biophilic features to existing K-12 schools. Responses to a user perception survey administered during phase two resulted in prioritizing the strategies based on impact and affordability. This study indicates that there are numerous affordable strategies that can be used to introduce biophilic features into existing schools.
Leif & Loftness, 2024. A toolkit of biophilic interventions for existing schools to enhance student and faculty health and performance.
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Biophilic design principles can be applied to vertical schools in hot-humid climates to create learning environments that foster student development

This study developed a set of guidelines for integrating nature into vertical (high-rise) schools in hot-humid climates. The guidelines were based on a review of the related literature and on case studies of six exemplary schools. The study highlighted the importance of active spaces where interaction between indoor and outdoor environments happens, noting how such spaces allow for a shift from formal learning to informal learning, and promote student development.
Salari & Westbrook, 2024. Ascending to well-being through mediated spaces: An alternative to informal learning and physical activity environments in vertical schools.
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An impressive body of research indicates that growing up in green environments promotes a child’s health and well-being. Yet, research on biophilic design that could help city planners and architects create nature-enriched public spaces for children is limited. The following studies provide some initial ideas on how to incorporate biophilic design features in libraries and childcare centers. Findings across studies highlight the importance of opportunities for nature-related sensory experiences and hiding places (or shelters) that provide refuge.

Case studies and visitor input lead to recommendations for biophilic design in children’s libraries

This study encapsulates case studies of 20 libraries with biophilic design features located in multiple countries, as well as survey responses of 261 parent/caregiver visitors to children’s libraries. From the case studies and the survey, the researchers developed recommendations for incorporating biophilic design features and patterns in children’s libraries. Recommendations include providing (1) visual connection with nature, (2) opportunities to receive various forms of sensory information from nature, (3) dynamic, natural lighting, and (4) hideout or shelter spaces.
Lee & Park, 2018. Assessment of importance and characteristics of biophilic design patterns in a children’s library.
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Case studies and parent input lead to recommendations for biophilic design in childcare facilities

This study examined biophilic design principles applied in 20 childcare settings in Japan and surveyed parents’/guardians’ preferences for biophilic design elements to provide insight on how to create optimal environments for children’s development. Results highlight the importance of outside views, nature-related sensory experiences, design features based on natural elements, and hiding places that provide refuge.
Park & Lee, 2019. Spatial design of childcare facilities based on biophilic design patterns.
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Biophilic design in urban spaces supports children’s health and well-being, while promoting international child welfare and sustainability goals

Published literature and case studies from major cities in the U.K. were used to illustrate ways in which biophilic design applied to urban spaces could support children’s health and well-being. Insights offered could help architects, landscape designers, and urban planners in designing  biophilic and child-friendly cities. The study finds that ensuring children’s access to green space can also contribute to international policy goals to address the rights of children and environmental sustainability.
Russo & Andreucci, 2023. Raising healthy children: Promoting the multiple benefits of green open spaces through biophilic design.
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Children’s perspectives inform a design model of built environments that further their connection with nature

Drawings completed by 163 children (age 2-6) in a childcare program in Iran, along with the children’s explanations of their pictures, were used to develop a conceptual model of child-nature interaction in built environments. Themes identified in the drawings highlight the importance of children actively interacting with nature and engaging in action to protect the surrounding natural environment. This conceptual model may be helpful in creating spaces that meet the interests of young children.
Soleimani et al., 2024. Investigating the conceptual model of child–nature interaction in architectural spaces using grounded theory. 
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