Authored by: Samantha Lim, Jonathan Tan, Emily Ng, Muhammad Ali, Olivia Goh, Wei Chen
Research Background
Singapore, often hailed as the "Garden City," boasts a unique urban landscape where lush greenery coexists harmoniously with modern architecture. The city-state's commitment to preserving and expanding its green spaces has earned it a reputation for sustainability and quality of life. These green oases, including parks, gardens, and recreational areas, play a pivotal role in enhancing the physical and mental well-being of its residents.
Amid the bustling city life and academic pressures, secondary students in Singapore face an array of challenges, including stress, anxiety, and the need for effective study environments. It is within this context that the exploration of students' interactions with urban green spaces becomes particularly relevant.
The well-documented stressors associated with academic demands can take a toll on students' mental health. Urban green spaces have been recognized worldwide for their potential to mitigate stress and improve overall well-being. Understanding how these spaces influence the stress levels of secondary students can have profound implications for mental health support.
The study environment significantly impacts students' productivity and learning outcomes. Urban green spaces offer an alternative setting for studying, providing tranquility and a change of scenery. Investigating whether students utilize these spaces for academic purposes contributes to our understanding of effective learning environments.
Green spaces serve as venues for social interactions, recreation, and community bonding. Exploring how students engage with their peers in these settings contributes to our knowledge of social dynamics among secondary students, potentially fostering a sense of belonging and connectedness.
Singapore places great emphasis on environmental sustainability. Investigating students' perceptions of green spaces aligns with the city-state's commitment to nurturing a greener and more environmentally conscious future generation.
Research in this area can inform urban planners and policymakers about the importance of preserving and enhancing urban green spaces, especially in proximity to educational institutions. It can guide the development of policies aimed at creating more student-friendly and nature-rich urban environments.
In light of these considerations, this study seeks to delve into the multifaceted relationship between secondary students and urban green spaces in Singapore. By examining how these spaces impact students' stress levels, study habits, social interactions, and environmental consciousness, we aim to shed light on the holistic benefits of green environments within the urban context and promote their integration into the lives of young Singaporeans.
Research Method
Survey
The survey method was employed to gather quantitative data on students' experiences and perceptions regarding their visits to urban green spaces in Singapore. The survey was designed to capture a wide range of responses, providing valuable insights into the students' interactions with these spaces.
The survey was structured as a cross-sectional study, administered online to a sample of secondary students in Singapore. It aimed to investigate the frequency and nature of students' visits to urban green spaces, their activities during these visits, and the perceived impact on stress, mood, and social interactions.
The survey included 221 secondary students from various schools across Singapore. Participants were selected through stratified random sampling to ensure representation from different regions and demographics.
The survey instrument consisted of multiple-choice questions, Likert-scale items, and open-ended questions. It was distributed through school channels and online platforms accessible to secondary students. Data collection occurred over a two-week period.
Quantitative data from the survey were analyzed using statistical software. Descriptive statistics, such as frequencies and percentages, were used to summarize respondents' characteristics and their experiences in green spaces. Inferential statistics, such as correlation analysis, were used to examine relationships between variables.
Interview
In addition to the survey, qualitative data were collected through semi-structured interviews with a subset of students. The interview method allowed for in-depth exploration of students' personal experiences and perspectives related to urban green spaces.
The interview method followed a qualitative approach to gain a deeper understanding of students' emotions, behaviors, and motivations when visiting green spaces. Open-ended questions were used to encourage participants to share their thoughts freely.
Six secondary students from various schools in Singapore were purposefully selected for the interviews. Participants were chosen to represent a diverse range of experiences and backgrounds.
Semi-structured interviews were conducted in-person at green spaces or via video conferencing. Interviews were audio-recorded and later transcribed for analysis. Participants were encouraged to share their stories, emotions, and insights related to their visits to green spaces.
Qualitative data from the interviews were analyzed using thematic analysis. Common themes and patterns related to stress reduction, mood enhancement, and social interaction were identified. Participant quotes were included to provide rich and authentic perspectives.
Findings
Finding 1: Positive Impact on Stress Reduction
Students who frequently visited urban green spaces reported lower stress levels. According to survey data, 72% of respondents who visited green spaces at least once a week reported a noticeable decrease in stress levels. In contrast, only 38% of those who rarely or never visited green spaces reported a similar reduction in stress.
This significant difference is visually represented in Figure 1, which illustrates the proportion of students experiencing reduced stress based on their frequency of green space visits.
Figure 1. Proportion of Students Reporting Reduced Stress Based on Frequency of Green Space Visits
Moreover, interviews with students revealed the significance of these findings. One student expressed, "Whenever I'm stressed with schoolwork, I visit the nearby park. It's like a breath of fresh air, and it helps me relax. The survey results confirm what I've experienced personally."
Additionally, the survey found that students who visited green spaces engaged in various stress-reducing activities, including mindfulness exercises (43%), walking or jogging (32%), and simply sitting and appreciating nature (25%). These activities not only contributed to stress reduction but also enhanced overall well-being.
Finding 2: Enhanced Mood and Emotional Well-Being
Engaging in activities within urban green spaces significantly improved students' mood and emotional well-being. The survey found that 78% of students who participated in activities like jogging, picnicking, or relaxation in green spaces reported improved mood and a more positive emotional state.
Figure 2 displays the percentage of students experiencing enhanced mood based on their participation in green space activities.
Figure 2. Percentage of Students Reporting Enhanced Mood Based on Green Space Activities
This finding highlights the positive correlation between green space activities and emotional well-being. Interviews further emphasized this connection, with one student stating, "After spending time in the park, I feel refreshed and happier. It's like a natural mood booster."
Interestingly, the survey also revealed that students who spent more than an hour during their visits reported the greatest improvements in mood, with 86% expressing a positive shift in emotions. This suggests that the duration of green space engagement plays a role in mood enhancement.
Finding 3: Social Interaction and Support
Urban green spaces served as valuable locations for social interaction and support among students. The survey indicated that 62% of students used green spaces as gathering points to meet friends, while 48% engaged in group activities like picnics and sports.
These findings emphasize the role of green spaces as social hubs where students connect and build relationships. Interviews corroborated this, with a student sharing, "We often organize group outings to the park. It's a chance to bond, have fun, and support each other."
Moreover, the variety of social activities within green spaces, as depicted in Figure 3, showcases the dynamic social environment these locations offer.
Figure 3. Types of Social Activities in Green Spaces
Conclusion
Urban green spaces play a significant role in enhancing the mental well-being of secondary students in Singapore. These spaces offer a respite from the demands of academic life and provide a platform for social interaction and support.
Educational institutions should consider promoting the utilization of urban green spaces as part of their holistic well-being initiatives. Encouraging students to spend quality time in green environments can contribute to stress reduction, mood improvement, and the cultivation of a sense of community.
Additionally, urban planners and policymakers should continue to prioritize the development and maintenance of green spaces in Singapore's urban landscape. These spaces serve as essential assets for the mental well-being of the younger generation.
This research underscores the importance of nurturing a harmonious relationship between urbanization and nature in Singapore, emphasizing the well-being benefits for secondary students.
Comments from the Evaluation Panel
Your report on the mental well-being benefits of urban green spaces for Singaporean secondary students is insightful and well-composed. The topic is both relevant and timely, particularly in the context of Singapore's "Garden City" ethos. The mixed-methods research design is a strength, offering a comprehensive view of the subject.
The findings, which highlight the positive effects of green spaces on stress reduction and mood enhancement, are presented with clarity and are well-supported by both survey data and interview narratives. Notably, the inclusion of thematic analysis from qualitative interviews enriches the report with personal perspectives, adding depth to the quantitative survey results.
In conclusion, your research makes a significant contribution to the discourse on urban planning and its impact on mental health, particularly among younger demographics. It sets a foundation for future studies and provides practical implications for policymakers and educational institutions.
Comments