Promoting children’s and adolescents’ mental, physical, and social wellbeing is highly important to help them learn, create social connections, and stay healthy. Nature has the potential to restore cognition, reduce stress and mental fatigue, and improve wellbeing, all factors that are conducive to learning. There is growing interest in understanding the effects of nature on the wellbeing of children and adolescents, particularly in the school context. This paper presents a PRISMA-guided systematic review of the literature examining the effects of school-led nature interventions on the mental, physical, and social wellbeing of school children and adolescents aged 5 to 19 years. Examples of school-led nature interventions include outdoor learning, walks in nature and green schoolyards. Experimental and quasi-experimental studies employing quantitative measures were selected, yielding 19 studies from 17 papers. Included studies were rated as being of high (n = 6) and moderate quality (n = 13). The results provide some evidence that nature exposure in the school context can improve the wellbeing of children and adolescents, particularly their positive affect, physical activity, and social relationships/interactions. The wellbeing effects of school-led nature interventions were also examined according to age and gender, with results indicating a gender effect, but inconclusive findings for age. Findings from this review support the integration of nature in schools to enhance the mental, physical and social wellbeing of children and adolescents.

促进儿童和青少年的心理、身体和社会健康对于帮助他们学习、建立社交联系和保持健康非常重要。大自然有可能恢复认知、减轻压力和精神疲劳以及改善幸福感，所有这些因素都有利于学习。人们对了解大自然对儿童和青少年福祉的影响越来越感兴趣，尤其是在学校环境中。本文对文献进行了 PRISMA 指导的系统评价，研究了学校主导的自然干预对 5 至 19 岁学龄儿童和青少年的心理、身体和社会福祉的影响。学校主导的自然干预的例子包括户外学习、在大自然中散步和绿色校园。选择了采用定量措施的实验和准实验研究，从 19 篇论文中产生了 17 项研究。纳入的研究被评为高质量 （n = 6） 和中等质量 （n = 13）。结果提供了一些证据，表明在学校环境中接触自然可以改善儿童和青少年的福祉，尤其是他们的积极影响、身体活动和社会关系/互动。还根据年龄和性别检查了学校主导的自然干预对健康的影响，结果表明性别影响，但对年龄没有定论。本综述的结果支持将自然融入学校，以增强儿童和青少年的心理、身体和社会福祉。