Beyond the Brick Wall: Using Environmental Neuroscience to Boost Learning and Well-being

The capacity for intense focus in our students is a finite resource—a cognitive fuel tank that can, and does, run low. We see the results daily in the classroom: irritability, impatience, and a fraying of impulse control. But what if one of the most powerful tools for refueling that tank wasn’t a new pedagogical strategy, but something far more fundamental?

Five years ago, I wrote about the profound impact that greenery can have on health and learning in The Influence of Greenery on Learning. When I recently listened to Dr. Marc Berman, Director of the Environmental Neuroscience Lab at the University of Chicago, expand on this research on the Many Minds podcast, it prompted me to revisit that post. I was humbled to realize how many of his foundational studies I had completely overlooked. This new understanding reveals that nature is not just an amenity, but a necessity for cognition.

At the start of the episode, Berman unpacks one of the theories I had very briefly mentioned on why greenery might be so rejuvenative: Attention Restoration Theory. According to Berman, the theory posits that our capacity for intense focus, or directed attention, is a finite resource.

Natural environments, on the other hand, engage our involuntary attention—the effortless, bottom-up engagement of our senses captured by the gentle rustling of leaves or the movement of light through the clouds, and it allows our depleted resources for directed, intense focus to restore themselves. Berman terms this “soft fascination.” This is wholly distinct from the “harsh fascination” of a chaotic urban scene, with its blaring horns and noise, which consumes our mental resources.

The cognitive benefits are significant. One of the studies that kickstarted Berman’s research showed a 20% improvement in cognitive performance after a walk in nature. This boost occurred even when participants didn’t particularly enjoy the walk, demonstrating a powerful, mood-independent effect.

This research has profound implications for educational equity. A follow-up study found that individuals with major depressive disorder (MDD) see even more significant cognitive gains from a nature walk. Conversely, a walk in an urban environment can actually worsen their cognitive performance. This suggests that the lack of green space in many under-resourced communities can be actively harmful to our most vulnerable students. Access to restorative natural environments should therefore not be seen as a luxury, but as a prerequisite for equitable learning.

But what is it about nature that is so restorative? Berman’s explication identifies specific “active ingredients.” It turns out my hunch about fractals was on the right track. His team analyzed what they call low-level visual features to quantify what makes a scene feel “natural.”

Key among these are:

  • Fractalness and Compressibility: Natural scenes have high “fractalness”—the repetition of similar patterns at different scales. This visual structure means they are also more “compressible,” like a JPEG file. Our brains find this informational efficiency less demanding to process, which frees up cognitive bandwidth.
  • Curved Edges: Natural environments have a high density of non-straight, curved edges, whereas our built environments are dominated more by rigid, straight lines. These curves are not only easier on the eyes, but as one study found, they are also correlated with a viewer’s tendency to reflect on deeper topics like their life’s journey and spirituality.

Berman furthermore points to additional sensory qualities of nature that go beyond the mere visual:

  • Auditory Stimuli: Brief exposure to natural sounds like birdsong, wind, or flowing water has been shown to improve cognitive performance when compared to urban noise.
  • Olfactory Stimuli: The air itself carries restorative properties. The scent of damp earth after rain or the airborne chemicals (terpenes) emitted by pine trees can impact our well-being through the olfactory pathway.

For restoration to occur, according to Attention Restoration Theory, an environment must provide a sense of “Being Away” from daily pressures, have enough richness to get lost in (“Extent”), and support a person’s intentions (“Compatibility”). When these elements combine, the mind can truly recharge.

Now pivot that to an educational setting. Imagine a school that embodies these principles. Instead of a long, featureless corridor (no “Extent”), picture a hallway that curves and uses natural materials with fractal patterns like wood grain. Imagine the school itself providing a space for “Being Away” from stressors, a place for creativity and inspiration. By incorporating more trees and natural design principles into our schools, we can improve learning.

Thankfully, we don’t need a week-long immersion in a forest; studies confirm that a restorative “dose” of nature can be as short as 20 minutes. In a world of education reform obsessed with short-term metrics, this research demands we look at a more fundamental input: the physical environment itself. It forces us to ask a provocative question: could 6 hours of instruction plus 2 hours in a park be more productive than 8 straight hours behind a brick wall? The science increasingly suggests that the answer is yes.

For a full, fascinating dive into the research, I highly recommend listening to the entire podcast episode, and then poking around into some of Berman’s studies!

#greenery #learning #attention #neuroscience #schools #ecosystems #wellbeing #AttentionRestorationTheory #environmentalneuroscience #equity

Power Law Scaling and Schools

Since first posing the analogy of a school as an ecosystem over a decade ago, my goal on this blog has been to try to find a way to leverage the metaphor to improve teacher practice and student learning. Yet I have struggled to find a practical application stemming from the analogy, some sort of praxis in which insights gleaned from ecology, organizational theory, quantum physics, and other disciplines could be brought to bear in schools and classrooms. 

Ultimately, I haven’t been able to gain much traction on tangible implications beyond highlighting the impact of physical environment and infrastructure as contexts for learning, which is essentially where I have left off with this blog, moving over thence to Language & Literacy.

That said, I remain fascinated by complexity theory and interdisciplinary noodling. After listening recently to a podcast interview on Simplifying Complexity with Geoffrey West, I added his book, Scale, to my to-read list. I found it to be an interesting book that bears some relevance to my desire to bring something more tangible to examining schools as complex adaptive systems.

What is compelling about Scale is that West brings empiricism derived from physics to the study of complex adaptive systems – and he lays out a case that power law scaling can be demonstrated across widely disparate systems, from animals to cities.

Power Law Scaling

Power law scaling refers to a mathematical relationship where a relative change in one quantity results in a proportional relative change in another quantity.

Some key quotes from the book on power law scaling:

  • “These systematic scaling relationships are highly counterintuitive. They show that almost all the physiological characteristics and life-history events of any organism are primarily determined simply by its size”
  • “power law scaling is the mathematical expression of self-similarity and fractality.”
  • “because animals obey power law scaling both within individuals, in terms of the geometry and dynamics of their internal network structures, as well as across species, they, and therefore all of us, are living manifestations of self-similar fractals”

In addition to examining how scaling applies both internally and externally across animal species, West also examines how power law scaling applies to businesses and cities. One of the interesting distinctions he explores is that of sublinear vs. superlinear forms of scaling. 

Superlinear scaling relates to a greater than proportional change, while sublinear scaling indicates a less than proportional change.

Sublinear Scaling

Both animals and companies reflect sublinear scaling in that as their size increases, other aspects will increase at a slower rate. So for example, consider a whale.  A blue whale, the largest animal on Earth, doesn’t need to consume food at the same rate as a much smaller fish, even though it has significantly larger body mass. This is because an organism’s surface area, which is more crucial for heat exchange and nutrient absorption, increases proportionally less than its volume as size increases.

In companies, doubling the number of employees does not mean there is a need for doubling office space or computer resources. Communication channels and management structures will need to adapt, but not at a 1:1 ratio with employee growth. This sublinear scaling allows for larger systems, whether a blue whale or a multinational corporation, to function more efficiently despite their size.

Yet while sublinear scaling allows organisms to grow larger and function efficiently, it also plays a role in the inevitable process of aging and death. As creatures grow, the advantages of sublinear scaling become challenges. Distributing resources and eliminating waste become increasingly difficult, cellular maintenance becomes a more difficult task, and harmful byproducts accumulate. These factors lead to the gradual decline of an organism, ultimately setting a natural limit on size and lifespan.

What West found surprising was that these very same sublinear factors also apply to businesses. Like people, companies experience increasing challenges as they age. Communication bottlenecks create information silos and slow decision-making, hindering their responsiveness to changing market conditions. Management complexities stifle innovation and agility, making it difficult to adapt to new threats. These inefficiencies accumulate, leading to a company’s decline, acquisition, or bankruptcy.

Superlinear Scaling

Unlike the sublinear scaling in a closed system, superlinear power law scaling describes a situation where a system’s output or a certain property increases at a faster rate than the size of the system itself. Examples include our brains, social networks, and ant colonies. Emergent properties that were not present in the smaller versions arise as the systems get larger.

Our economy is driven by the superlinear scaling of innovation and markets. This leads West to provide strong caution on the ecological limits that we are hitting due to the properties of superlinear scaling. I hadn’t expected to encounter environmental advocacy in this book, given West’s preoccupation with mathematical calculations and large scale ideas – but his sustained and wide ranging focus on the implications of power law scaling inevitably led him to confront the brutal facts: as a species wielding powerful technologies that require outsized resources to drive, we are hitting the upper limits of our ability to innovate our way out of ecological constraints.

He provides a tangible way of understanding this by explaining how much metabolic energy we consume each day to keep our bodies going. As with any other animal, this is determined by our physical size. He then contrasts that by how much we consume beyond our biological needs due to the technologies we wield:

  • “Thinking of us as an animal using thirty times more energy than we ‘should’ given our physical size, the effective human population of the planet accordingly operates as if it were much larger than the 7.3 billion people who actually inhabit it.”
  • “In a very real sense, we are operating as if our population were at least thirty times larger, equivalent to a global population in excess of 200 billion people”

The Power of Cities

As West explains it, cities are an especially fascinating case to study the properties of power law scaling, as they simultaneously demonstrate aspects that are sublinear, and others that are superlinear. 

Two key quotes on these twin aspects of super- and sub-linear scaling coexisting in cities:

  • In a city, “the sublinearity of infrastructure and energy use is the exact inverse of the super linearity of socioeconomic activity. Consequently, to the same 15 percent degree, the bigger the city the more each person earns, creates, innovates, and interacts …and the more each person experiences crime, disease, entertainment, and opportunity and all of this at a cost that requires less infrastructure and energy for each of them. This is the genius of the city. No wonder so many people are drawn to them.”

What does scaling have to do with schools?

There are no implications for schools yet based on what was presented in the book. And yet, it was exciting to see how consistent mathematical properties can be derived that can inform how we can understand a wide diversity of animals, businesses, and cities across different scales.

I hope that as more of this type of analysis grows, more study of how schools as complex adaptive systems, both in terms of the social networks and communications within and around them, and in terms of their physical infrastructure, can be taken on with empirical data. The book was published in 2017, and scaling laws continue to be studied, such as in this recent article on how superlinear scaling relates to crime in NYC.

How do power laws apply to schools as they increase or decrease in size, both physically and in terms of the number of students and teachers? How does power law scaling relate to student learning? What are the opportunities and challenges afforded by social networks in different sizes of schools?

With the right level of knowledge and data, these things can be studied empirically! If you are aware of any research along these lines, please share.

Improving NYC Public Housing Through Public-Private Partnerships

I’ve written a little bit about the benefit of public-private partnerships, so sharing a related article that came across my feed about potential improvements to NYC housing through such partnerships.

“Finding new financing mechanisms can help address the deferred maintenance issued and energy efficiency challenges of buildings that are 60 to 70 years old, while also improving resident amenities.”

https://www.fastcompany.com/90854429/rethinking-public-housing-one-design-solution-at-a-time

An Ecosystems Approach to Federal Legislation

I don’t really update new content at this Schools As Ecosystems blog anymore (see my new blog, Language and Literacy, for newer (yet still, alas, infrequent) writing), but I had to hop back on here to share this new paper from the National Education Policy Center, A Civil Rights Framework for the Reauthorization of ESEA , as it was really exciting to see an ecosystems approach being brought explicitly to bear in advocacy for federal education reform.

In this paper, the authors promote an “equitable, evidence-based, and ecological (EEE) framework” that “places students, staff, school systems, and cross-sector collaboration at the center of ESEA and considers the complexity of racial, socioeconomic, and other inequities along with the strengths nested within communities.” I love this framing and will be stealing the EEE framework!

They structure their recommendations at different levels of scale in education systems: systems, students, and staff.

There’s quite a bit of content in the report, but just to amplify some of the ecosystems specific elements and other areas we may have touched on in this blog’s history, as well as push on some areas I would have liked to have seen expanded upon:

To promote racial equity at the systems-level, they provide recommendations to promote regional and interdistrict racial integration, as well as improving school facilities and infrastructure (yes, yes, yes!).

In developing their ecological framework, they build upon the work of Marcus Weaver-High-
tower, whose work we have also examined on this blog.

I would have liked to have seen a few more specifics for students laid out, however. While I agree with all the general principles they’ve laid out, I would have liked to have seen an emphasis on evidence-based instructional approaches to ensure fluency with foundational language and literacy skills and practice with understanding the hidden norms in a variety of social contexts, explicit instruction through shared and interactive reading that moves from word, sentence, to text-level, and consistent school-wide routines within a coherent high quality curricular platform focused on intellectual engagement with reading, writing, and discussions of a diverse wealth of complex topics from multiple perspectives.

While I fully agree in principle with the call to support students’ individualized needs, I also worry about how this can be interpreted, most particularly in relation to edtech, when it is in the absence of a dynamic, shared, and collaborative curricular platform that is systematically enhanced by teams of teachers.

That critique said, I appreciated the calls for support with high quality childcare, supports for incarcerated youth, and more supports for student well-being and mental health.

I also would have liked to see their recommendations for staff expanded upon. They leaned heavily into anti-bias training, which unfortunately has little empirical support despite the billions of dollars that have been thrown at it (in the pretense of doing something). I’d prefer to see a focus on clear guidance in the expected professional language and behaviors that are predicated on the roles and responsibilities of staff who serve the children in front of them. For example, for teachers who serve children of historically marginalized backgrounds, I’d like to see teachers gain supports in getting to know the children and communities they serve through a variety of qualitative and quantitative methods, guidance and practice in using asset-based language about their students and families, and guidance and coaching in the planning and delivery of responsive instructional supports, based on a shared curricular platform, that values the racial, cultural, and linguistic backgrounds of students while holding high expectations for advanced intellectual success and ensuring access to and progress with grade-level skills and content.

Again, that critique aside, I appreciated the calls for support with educator well-being and mental health and building robust pipelines for educators of diverse backgrounds and languages.

Please check out their full report from an ecosystems here, and kudos to the authors for drawing upon a more complex framework for federal education policy: https://nepc.colorado.edu/sites/default/files/publications/PB%20DeBray_1.pdf

Redesigning the Pediatric Clinic to Promote Relational Healh

“The doctor’s office is much more than a building. It is more than a space for examining the body and treating pathologies—it is a place to promote healthy relationships.”

“Gone are the days of designing clinics optimized only for clinical services. Today we must design holistic environments that address all factors that contribute to healthy child development.”

Meaningful Relationships: Designing Pediatric Clinical Environments to Promote Early Relational Health on Capita