2026-11-02 ワシントン大学セントルイス校
ワシントン大学セントルイス校の研究チームは、子どもの周辺にある緑地へのアクセスと、注意力および学業成績との関連を明らかにした。約1万2,000人の子どもを追跡する大規模研究「ABCD Study」のデータを用い、注意力や知能に関する評価結果を分析した。その結果、樹木に覆われた地域や公園に近い環境で暮らす子どもほど、注意力の客観的評価や学業に関係する能力の成績が良好であることが示された。所得水準、ADHDの診断、緑地に対する安全感、ソーシャルメディア利用などの影響を統計的に調整したうえでも、この関連が確認された。また、身体活動よりも、緑地の空気質が注意力への効果の一部を説明する可能性が示された。自然環境が注意力を回復させるという「注意回復理論」を支持する知見であり、子どもの発達や教育環境における緑地整備の重要性を示唆している。ただし、観察研究であり、緑地が注意力を直接向上させる因果関係を確定したものではない。
The tree canopy of WashU lends itself to a higher education setting. New research from the Department of Psychological and Brain Sciences shows that children who have access to natural spaces perform better on assessments and attention evaluations. This adds to a growing number of studies confirming that time in nature can restore attention often sapped by modern distractions. (Photo: Joe Angeles/WashU)
＜関連情報＞
- https://source.washu.edu/2026/11/to-restore-attention-reach-out-to-nature/
- https://www.sciencedirect.com/science/article/pii/S0160412026004605
緑地は児童期中期の注意力向上と結晶性知能の発達に関連：ABCD研究からの証拠 Green space is associated with better directed attention and higher crystallized intelligence in middle childhood: Evidence from the ABCD study
Carina H. Fowler,Joan L. Luby,Theresa M. Bastain,Carrie V. Breton,Deanna M. Barch
Environment International Available online: 1 September 2026
DOI:https://doi.org/10.1016/j.envint.2026.110502
Highlights
- Green space was associated with better directed attention in the ABCD Study.
- Green space was also associated with higher crystallized intelligence scores.
- Rigorous statistical controls did not disrupt these associations.
- PM2.5 mediated associations with directed attention and crystallized intelligence.
Abstract
In the United States, rising attention problems and falling academic achievement in childhood are a public health concern given the importance of childhood directed attention (e.g., effortful, top-down driven attention) and achievement in predicting long-term outcomes. Guided by Attention Restoration Theory (ART), several papers have tested the hypothesis that greater green space exposure may support improved directed attention and achievement in children, with mixed results. To help clarify the role of green space in supporting childhood directed attention and achievement, we tested this hypothesis in the large, diverse Adolescent Brain Cognitive Development (ABCD) study. American children (N = 11,868, Mage = 9.96 years; 52.16% assigned female) completed a performance-based assessment of their directed attention and crystallized intelligence (a proxy measure of achievement) and had their green space exposure assessed as the average of the proportion of tree canopy and the proportion of park cover in their census tracts. Linear mixed-effects models with random intercepts for site and family revealed that green space was positively associated with both directed attention (β = 0.76, p < 0.001) and crystallized intelligence (β = 0.83, p < 0.001), adjusting for area deprivation index (ADI), assigned sex, ADHD diagnosis, stimulant use, sleep problems, perceived safety, media use, prenatal tobacco exposure, air pollution (PM2.5), and physical activity. Additionally, PM2.5 mediated the association between green space and directed attention (indirect effect: β = 0.06, 95% CI = [0.02, 0.11]) and between green space and crystallized intelligence (β = 0.06, 95% CI = [0.01, 0.11]). These cross-sectional results indicate that green space is positively associated with childhood attention and crystallized intelligence and that these associations may be explained by improved air quality.
