Significance of Green Space Exposure and Physical Activity for Improvement of Mental Health and Academic Performance

Abstract

Mental health challenges and academic difficulties among students have become growing concerns in modern education. This review explores the significance of green space exposure and physical activity in enhancing mental well-being and academic performance. A strong body of evidence suggests that interaction with natural environments reduces stress, anxiety, and cognitive fatigue, while regular physical activity promotes neuroplasticity, memory retention, and executive function. The biophilia hypothesis and attention restoration theory explain how nature positively influences psychological health, while exercise-induced neurochemical changes (such as dopamine and serotonin release) further improve emotional regulation and cognitive abilities. Research findings indicate that students who engage in outdoor physical activities within green spaces experience greater cognitive restoration, improved concentration, and better learning outcomes. Despite these benefits, several barriers hinder implementation, including limited access to green spaces, rigid school schedules, and a lack of awareness. Addressing these challenges requires policy reforms, such as urban planning for equitable green space access, curriculum adjustments to integrate outdoor learning, and increased public awareness. This review underscores the urgent need for interdisciplinary strategies that incorporate nature and physical activity into educational and public health policies. By fostering environments that encourage active engagement with nature, societies can enhance mental resilience, academic achievement, and overall student well-being.