What is Nature-Deficit Disorder?

"The 'No Child Left Inside' movement." - Richard Louv, 2009

Nature-deficit disorder: The idea that children in particular, are spending less time outdoors, and the belief that this change results in a wide range of behavioural problems.

Parents, educators, and others have all noticed the change in the way children play, and their lack of playing outdoors. Nature-deficit disorder is not a formal diagnosis, but a way to describe the psychological, physical and cognitive costs of human alienation from nature, particularly for children in their vulnerable developing years.

According to the Children and Nature Network says researchers have found connecting with nature can:

- Increase creativity and school achievement

- Increase focus

- Reduce stressIncrease cooperation

- Reduce aggression

In Canada, the Nature Child Reunion and the Robert Bateman Get to Know Program, are quickening their strides. And through the efforts of C&NN President Dr. Cheryl Charles, the International Union for the Conservation of Nature, at its World Conservation Congress in Barcelona, officially designated connecting children with nature as an internal priority. 

When looking for the reasons why today’s children no longer engage with the natural world, many people pin the blame firmly on this screen based lifestyle. But we must not forget that technology brings many benefits to children, not least the ability to access information about the natural world. And while it would be easy to draw the conclusion that the lure of this screen-based entertainment is the main reason why children rarely go outdoors, it may be a symptom of what Richard Louv refers to as ‘well-meaning, protective house arrest’.

Increased contact with nature also improves the way children learn, both formally and informally. Outdoor learning gives them direct experience of the subject, making it more interesting and enhancing their understanding. It also enables them to develop the vital connections between the outside world and what educationalists call children’s ‘interior, hidden, affective world’. (Robin Moore) The evidence for improvement, which child psychologist Aric Sigman calls the ‘countryside effect’, is considerable. He found that children exposed to nature scored higher on concentration and self-discipline; improved their awareness, reasoning and observational skills; did better in reading, writing, maths, science and social studies; were better at working in teams; and showed improved behaviour overall. But children don’t simply learn more, or learn better, when freed from their desks.

They also learn differently, experiencing improvements in four specific ways:

- Cognitive Impacts (greater knowledge and understanding)

- Affective Impacts (attitudes, values, beliefs and self-perceptions)

- Interpersonal and Social Impacts (communication skills, leadership and teamwork)

- Physical and Behavioural Impacts (fitness, personal behaviours and social actions.)

Thus, Nature-Deficit Disorder, though not a "real" diagnosis, proves the theory that children need to be outside, for many beneficial reasons. It allows them to develop and grow in many different attributions that will positively benefit them now, and in the future.

Reference:

1. https://www.psychologytoday.com/ca/blog/people-in-nature/200901/no-more-nature-deficit-disorder

2. https://ourstoriesandperspectives.com/2018/07/05/no-child-left-inside-at-hidden-oaks-nature-playce/

3. https://www.nationaltrust.org.uk/documents/read-our-natural-childhood-report.pdf