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A growing body of research, grounded in Attention Restoration Theory (ART), demonstrates the cognitive and psychological benefits of incorporating natural elements into school environments, including symptom alleviation in children with ADHD. However, limited empirical evidence exists regarding these effects in under-resourced educational settings with degraded physical environments. This experimental study tested whether altering recess environments in low-income urban schools could enhance children’s cognition and mood, based on Attention Restoration Theory principles. This study examined 120 fifth-grade students (mean age = 12.5 years) from two public primary schools in disadvantaged neighborhoods in Fayoum, Egypt. After 90 min of classroom activities, a 10-min break compared no window views versus green views. Attention (Trail Making Test) and mood (POMS) were assessed. Exposure to green views during recess significantly improved attention (TMTA: t = 7.214, p < 0.001) and mood (POMS: positive t = 7.802, negative t = 6.173, p < 0.001) in both ADHD and non-ADHD children, though effects were stronger in non-ADHD groups. Results support integrating low-cost green spaces in schools, particularly in resource-limited settings.

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Impacts of a 10-min Break with a View of School Green Surroundings on ADHD Symptoms in Poor Neighborhoods in Egypt

  • 会议论文

  • 发表日期：

    2026年

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  • Mona Shaban Abdulsalam

摘要

A growing body of research, grounded in Attention Restoration Theory (ART), demonstrates the cognitive and psychological benefits of incorporating natural elements into school environments, including symptom alleviation in children with ADHD. However, limited empirical evidence exists regarding these effects in under-resourced educational settings with degraded physical environments. This experimental study tested whether altering recess environments in low-income urban schools could enhance children’s cognition and mood, based on Attention Restoration Theory principles. This study examined 120 fifth-grade students (mean age = 12.5 years) from two public primary schools in disadvantaged neighborhoods in Fayoum, Egypt. After 90 min of classroom activities, a 10-min break compared no window views versus green views. Attention (Trail Making Test) and mood (POMS) were assessed. Exposure to green views during recess significantly improved attention (TMTA: t = 7.214, p < 0.001) and mood (POMS: positive t = 7.802, negative t = 6.173, p < 0.001) in both ADHD and non-ADHD children, though effects were stronger in non-ADHD groups. Results support integrating low-cost green spaces in schools, particularly in resource-limited settings.