Influences of High School Physical Learning Environments on Students’ Anxiety in China

Abstract

Background: High school students are at an increased risk of developing generalized anxiety disorder (GAD) due to significant pressure to achieve academic success. Aim: Although it is known that a school’s physical learning environment can influence students’ GAD, there is limited research examining this relationship. To fill this knowledge gap, a cross-sectional study was conducted among 230 students from two high schools in China. Methods: A survey questionnaire captured students’ GAD self-evaluations (dependent variables), perceptions/preferences of their school physical environment (independent variables), and social and personal conditions (confounding variables). Bivariate analysis showed that students’ GAD scores were associated with multiple factors related to the learning environment, physical activities, and personal characteristics. The multivariate analysis examined the relationship between GAD scores and physical learning environment variables while controlling for confounding variables. Results: The results indicated that adequate lighting ( B = −0.154, p = .029) and perceived effectiveness of using self-service cafeterias in reducing anxiety ( B = −0.138, p = .044) were significantly associated with GAD scores. Conclusions: These findings provide evidence for the importance of designing high schools with students’ mental health in mind. Specifically, school administrators and designers should consider how to improve the physical learning environment by incorporating natural light, a self-service cafeteria, and spaces for physical activities to promote students’ mental well-being.