Forest school is a form of outdoor learning that takes children into regular and repeated learning experiences in natural settings. Being based on a comprehensive experience with nature, it is assumed to be beneficial for learning and to promote restorative effects on cognitive and emotional function in preschool children. This review aimed to examine the available evidence on the benefits of forest school compared to indoor school activities in children aged 3 to 6 years. We searched for studies on forest school for preschool children in PsycInfo, JSTOR, and Scopus, with no restriction on publication year. The risk of bias was assessed using Joanna Briggs’s criteria for quasi-experimental design. Of the 190 articles identified, 16 studies were reviewed (N = 1560). Higher benefits were found in children attending forest school compared to those attending indoor school in various areas of child development: cognitive function, motor coordination and balance, connectedness to nature, and health and well-being outcomes. There is, however, still a shortage of empirical evidence, and the methodological quality of most studies was limited. The literature on forest schools for preschool children in general supports positive effects in a wide range of variables that promote child health and development, but more evidence is needed to assess their effectiveness. Due to the methodological weaknesses of the reviewed studies, one should interpret their findings with caution.

This study examines how objective, social, and perceived environmental conditions in a blue space are associated with the perception of psychological restorativeness. We collected data between April 2021 and February 2022 at Poetto Beach in Sardinia, Italy. The participants (N = 255) completed a survey about perceived environmental quality, stress, weather, and restorativeness during their stay at the beach. We used linear models to evaluate the association between psychological restorativeness and social, environmental, and weather parameters. We also analyzed the nature of the association between temperature and restorativeness by viewing this relation as both linear and non-linear and by evaluating the differences in restorativeness between winter, springtime, and summer. The results suggested that the participants viewed the beach as psychologically restorative, especially during the winter season. We also found that the number of people that participants came with was negatively associated with perceived restorativeness. Finally, the results from the correlation analysis revealed that people are less stressed if they go to the beach more frequently.