STRATEGIES TO COUNTERACT 'NATURE-DEFICIT DISORDER' IN THE SCHOOL ENVIRONMENT FOR CHILDREN

Abstract

In today’s world, dominated by technology, rapid dynamics, and global communication through social platforms, the absence of a meaningful human connection with nature is becoming increasingly evident. The socially active individual gradually transforms into an isolated, withdrawn, and alienated subject, distancing themselves both from others and from their surrounding environment.

This article examines the negative effects of limited interaction with nature, excessive use of digital devices, and the enclosed character of the school environment. These factors lead to a range of psychological and physical difficulties among children, including stress, anxiety, social isolation, reduced physical activity, vitamin D deficiency, and disruptions in healthy development.

Within this context, the concepts of “Nature-Deficit Syndrome” and “Nature-Deficit Disorder” are analyzed as particularly relevant to children growing up in the technological era. Emphasis is placed on the role of the school environment—where students spend a substantial portion of their time—and the need to integrate nature into the educational process. Specific guidelines are presented for transforming existing school buildings through increased daylight, transparency, and enhanced visual connection with outdoor green areas.

Special attention is given to the concept of outdoor classrooms. Various types—stationary structures, mobile units, and interactive green spaces (“green schools”)— are discussed, along with the challenges associated with their implementation and use. The article also analyzes opportunities for optimizing the use of natural sunlight within educational settings.

Additionally, a proposal is offered for the creation of a multifunctional, mobile furniture module designed for outdoor classrooms. Its purpose is to facilitate the adaptation of existing school facilities to contemporary educational requirements and to support the restoration of children’s connection with nature. Different placement options and functional characteristics of these modules are described, with emphasis on achieving optimal visual and spatial communication between students, teachers, and the natural environment.