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INCLUSION CRITERIA BASED ON BIOPHILIC ELEMENTS OF THE ENVIRONMENT:

Children between the ages of 5-12 were included in the study. Peer-reviewed journals were utilized to answer the research questions posed. Biophilic elements that addressed the cognitive and achievement scores in elementary school-aged children. Studies were deemed relevant if the methodology used was thorough and controlled for a number of variables.

INCLUSION CRITERIA BASED ON PSYCHOLOGICAL IMPACTS:

Studies included research into the effect that biophilic design elements had on mood and wellbeing. Studies that investigated the effect of biophilia in the classroom on cognition including the executive functions, behavior and stress levels were included. Studies were deemed relevant if the methodology used was thorough and controlled for variables. The data was captured, organized and calculated in an Excel program. Data was extrapolated according to each topic explored such as behavior or stress and placed in graphs and tables delineating the different variables. Based on data collected, conclusions were made with a high degree of confidence related to the methodology of the studies and their findings. In reviewing the research, I looked for the correlation between design elements and psychological outcomes.

DATA ANALYSIS & DATA BASES

There were 35 studies selected for review and 25 were found relevant for this study. The six Biophilic design attributes that were used in this experience include: Form, Scale, Color, Texture, Pattern and Light. These studies were conducted within the school environment either in the classroom, in an outdoor setting on school grounds and in playscapes.

The studies were evenly divided between indoor and outdoor experiences: There were 14 studies reviewed that addressed the impact of Biophilic Elements on the executive functions compared to four for achievement scores.

When individual design elements were measured for the impact on executive functions, behavior, achievement scores, attention restoration and stress in the classroom the following design elements had a notable to significant positive effect upon the executive functions and achievement scores. These design features included: When individual design elements were measured for the impact on executive functions, behavior, achievement scores, attention restoration and stress in the playscape settings the executive functions and socialization among classmates were most positively significantly impacted. These design features included:

--Window View of nature --Plants/Living Walls --Variable Lighting --Natural Daylight --Symbolic Features -Challenges -Pathways-Bridges -Loose Parts-Logs,Twigs -Canopy of Trees -Unmanicured Gardens -Hiding Places -Greenery

Bar Graphs 1-6 illustrate the design elements showing a correlation between cognitive functions and the number of studies that were conducted investigating these functions.