Organization of school educational environment as a factor of students psychological well-being: review of foreign studies



The article is devoted to reviews of foreign studies of organizing school space as a factor of students psychological well-being. The influence of organization of outdoor and indoor school territories on the psycho-emotional, personal, socio-psychological well-being and students’ academic results are considered. The review focuses on the supporting, assisting mission of the spatial environment to ensure the psychological well-being of students. Both classical ecopsychological foreign studies and modern theoretical and empirical approaches are presented, namely aimed at analyzing the relationship between the organization of the spatial environment and such indicators of psychological well-being as activity, satisfaction, social and academic involvement of students and schoolchildren. The article represents such options of school space organization as the inclusion of the natural environment, taking into account differentiated combinations of the utilization of plants and natural materials of various types. It also draws attention to the practice of mobile workplaces creating, the flexible structure of the classroom and the absence of a fixed place for teacher.

General Information

Keywords: school educational environment, psychological well-being, health, activity, satisfaction, engagement, outdoor environment, natural environment, schoolyard, indoor environment, mobile workplaces, flexible structure of the classroom, the teachers place

Journal rubric: Educational Psychology

Article type: review article


For citation: Panyukova Y.G., Panyukov A.I. Organization of school educational environment as a factor of students psychological well-being: review of foreign studies [Elektronnyi resurs]. Sovremennaia zarubezhnaia psikhologiia = Journal of Modern Foreign Psychology, 2022. Vol. 11, no. 3, pp. 49–60. DOI: 10.17759/jmfp.2022110305. (In Russ., аbstr. in Engl.)


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Information About the Authors

Yuliya G. Panyukova, Doctor of Psychology, professor, leading researcher, Psychological Institute, Russian Academy of Education, professor of the chair of pedagogic and psychology, Russian State Agrarian University of K.A. Timiriazev, Moscow, Moscow, Russia, ORCID:, e-mail:

Alexandr I. Panyukov, Doctor of Philosophy, professor, professor of the chair of history and philosophy, Plekhanov Russian University of Economics, Moscow, Russia, ORCID:, e-mail:



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