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Abstract：
Background: Low-income and non-white children experience disparities in health, education, and access to nature. These health disparities are often associated and exacerbated by inequities in the U.S. educational system. Recent research suggests that nature contact may reduce these health and educational disparities for urban low-income populations. Nature-based education (NBE) uses nature contact to inspire curiosity and improve health. This study examines the health and educational outcomes of a 15-week NBE intervention for urban low-income, black and Hispanic children 10-15 years of age. Methods: Children (n=122) completed a pre-intervention and post-intervention survey that addressed seven science, technology, engineering, and math (STEM)-capacity items (leadership, teamwork, science relevance, sustainability relevance, STEM self-efficacy, science interest, and overall STEM capacity) and six widely used health-related quality-of-life (HRQoL) domains (physical health functioning, emotional health functioning, school functioning, social functioning, family functioning, and overall HRQoL). Focus groups with participating students and post-intervention surveys of NBE mentors and teachers explored perceptions of the intervention impact. Results: There were statistically significant positive changes in STEM capacity and HRQoL for participating students. For example, children\'s overall STEM capacity and overall HRQoL scores improved by 44% and 46%, respectively (both p<0.05). Qualitative data highlighted the intervention\'s educational and health benefits. Conclusions: These results support further research quantifying the effects of NBE on STEM capacity and HRQoL in urban, low-income, black and Hispanic children.
摘要：
背景：低收入和非白人儿童在健康方面存在差异，教育,和接近大自然。这些健康差距通常与美国教育系统中的不平等有关并加剧。最近的研究表明，自然接触可能会减少城市低收入人群的健康和教育差距。基于自然的教育（NBE）利用自然接触来激发好奇心并改善健康。本研究调查了对城市低收入人群进行为期15周的NBE干预的健康和教育结果，黑人和西班牙裔儿童10-15岁。方法：儿童(n=122)完成了一项针对七项科学的干预前和干预后调查，技术,工程,和数学(STEM)-能力项目(领导力，团队合作,科学相关性，相关性可持续性，STEM自我效能感，科学兴趣,和整体STEM能力)和六个广泛使用的健康相关生活质量(HRQoL)领域(身体健康功能，情绪健康功能，学校功能,社会功能,家庭功能,和整体HRQoL)。参与学生的焦点小组以及NBE导师和教师的干预后调查探讨了对干预影响的看法。结果：参与学生的STEM能力和HRQoL有统计学意义的积极变化。例如,儿童的整体STEM能力和整体HRQoL得分分别提高了44%和46%，分别(均p<0.05)。定性数据强调了干预措施的教育和健康益处。结论：这些结果支持进一步研究量化NBE对城市STEM容量和HRQoL的影响，低收入,黑人和西班牙裔儿童。
