Exploring the Hidden Benefits: Mental Well-being and Citizen Science Participation
You probably already know that participating in citizen science projects contributes to our local community and scientific world, but have you ever wondered what are the benefits there for you (or your students)? Recent research unveils a remarkable truth: engaging in citizen science projects doesn't just contribute to our understanding of the natural world, it also holds profound benefits for our mental well-being.
Text by Yannie Mork introducing her academic research project
“Exploring the Hidden Benefits: Unveiling the Mental Well-being Perks of Citizen Science Participation”
What research is this?
EcoSpark is huge on citizen science – they often organize events that allow for public participation in scientific research, such as the flagship programs Changing Currents and School Watch. They have always been interested in knowing how students’ wellbeing is influenced by joining their programs yet haven’t caught the chance to do so. This year, I have partnered with EcoSpark as an undergraduate student researcher to investigate the mental health benefits of their outdoor citizen science programs.
I reviewed prior literature to see what the academics have to say about the benefits of citizen science programs. Based on that, I designed a survey that was distributed to EcoSpark’s staff and program facilitators to gather some insights specifically on EcoSpark’s citizen science program. I also volunteered at a few EcoSpark workshops to check the workshops out myself.
What did I find?
Generally speaking, participating in outdoor, hands-on environmental work helps people feel happier and more satisfied, also more connected to nature. Literature also suggests that these types of workshops can help enhance self-efficacy, reduce stress, and increase connection with other people. I found that these benefits are mainly related to the exposure to natural environments that these programs offered, and the opportunity to engage in physical activities. The benefits are related to the fact that participants are able to contribute to a larger scientific project while enjoying the outdoor education style of learning.
The EcoSpark staff have mentioned similar mental health benefits that they have observed, in particular the benefits for mood, sense of purpose, and stress reduction. The survey responses also revealed that a non-conventional learning setting seems to be the core to stimulate participant engagement and possibly lead to the mental health benefits. The learning activities, workshop facilitation style of the staff, and the outdoor environment that EcoSpark incorporated in their programs seem to be the important elements for the creation of a non-traditional learning setting.
To learn more, read the full research paper.
What’s next?
I believe that it is definitely important for EcoSpark to dig deeper and conduct more research by building on this current one. Future students and research assistants like myself may look into the speculated mechanism that underlies the observed benefits or adopt other research methods (e.g. interviews) to get a more comprehensive understanding of the topic.
Educators may also consider incorporating the features that the present study has identified to be beneficial for student wellbeing in their teaching plans. Here’s a list that compiled features being brought up in the literature and the survey:
Outdoor natural settings that are novel to participants
Emphasis on the specific value and meaning of participant’s contributions
Encouraging and non-judgemental facilitation
Sufficient guidance and freedom in participation
Application of knowledge and skills learnt in school
Hand-on activities
Collaborative group work with peers
Moderate level of physical activities
Some reflective and quiet activities
As we look to the future, let's carry forward the lessons learned and continue to foster environments that nurture curiosity and enhance well-being.
References
Berto, R. (2014). The Role of Nature in Coping with Psycho-Physiological Stress: A Literature Review on Restorativeness. Behavioral Sciences, 4(4), 394–409. https://doi.org/10.3390/bs4040394
Bird, W. (2007). Natural Thinking. The Royal Society for the Protection of Birds.
Coventry, P. A., Neale, C., Dyke, A., Pateman, R., & Cinderby, S. (2019). The Mental Health Benefits of Purposeful Activities in Public Green Spaces in Urban and Semi-Urban Neighbourhoods: A Mixed-Methods Pilot and Proof of Concept Study. International Journal of Environmental Research and Public Health, 16(15), 2712. https://doi.org/10.3390/ijerph16152712
Peter, M., Diekötter, T., Höffler, T., & Kremer, K. (2021). Biodiversity citizen science: Outcomes for the participating citizens. People and Nature, 3(2), 294–311. https://doi.org/10.1002/pan3.10193
Pocock, M. J. O., Hamlin, I., Christelow, J., Passmore, H., & Richardson, M. (2023). The benefits of citizen science and nature‐noticing activities for well‐being, nature connectedness and pro‐nature conservation behaviours. People and Nature, 5(2). https://doi.org/10.1002/pan3.10432
Student bio:
Yannie is a fourth-year undergraduate student at the University of Toronto. She has been volunteering and researching for EcoSpark this year as a part of the Community Research Partnerships in Ethics (CRPE) course for the Ethics, Society and Law major.
