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Lit Review, Now how do we do this, Anxiety Context, Parents should help…

- - - - CONTEXT ABOUT THE VERTICAL FARM ASPECTS + FUNCTIONS
        
        overall, the vertical farms give us the ability to study the dual effects of the natural process (sunlight + greenery) discussed above, while also providing a potential soloutions to bettering our study spaces in the long term.
        
        could also add on about how vertical farms are already being used to help teach kids in the florida school
        
        S[51] - why vertical farms are for the future "vertical agriculture could help increase food production and expand agricultural operations as the world’s population is projected to exceed 9 billion by 2050. And by that same year, two out of every three people are expected to live in urban areas. " add the different kinds of vertical farm systems
        
        S[52] what they are "vertical farming, involves growing crops in controlled indoor environments, with precise light, nutrients, and temperatures. In vertical farming, growing plants are stacked in layers that may reach several stories tall.""
        
        S[79] Examples of in school vertical farm systems (ie. it can be done and it is being done, thus making the suggestion a more popular notion.
- - - - Grounding Effectiveness
        
        Relation to plants
        
        S25 - Zhou QTD. Kim - "researchers found that students felt reduced anxiety levels in regard to exams, campus like and relationship after coming in contact with a forest setting (p.148)." (UNDERGRAD STUDENTS)
        
        S25 Stefanovic QTD Kim - "This is owing to the fact that our well-being and quality of life are intrinsically tied to the quality of where and how we are environmentally implaced (Stefanovic, 2016)."
        
        Acknowledge that this has only been done on UNDERGRAD students not on teens, therefore using this research identifies a gap which I will address in my experiment (ask about grounding in my questionnaire)
        
        [S19] Anxiety levels in graduate students were reduced after having the 5,4,3,2,1 technique introduced to them
      - [S20] Context+Definition etc.
        
        DID THIS IN AN EARLIER AREA (INTRO)
      - [S37[ 5,4,3,2,1 mindefullness trick
  - - - [QTD. 7] "Stress recovery theory suggests that individuals have adapted over time to innately respond positively to natural environments, as opposed to built environments (Ulrich, 1983).
      - [QTD. 7] One randomized study of 94 public high school students in Illinois found that students assigned to classrooms with a “green” view [...] recovered from a stressful experience faster than students with no window or a window with a barren view (Li and Sullivan, 2016).
      - [QTD. S7] In addition, plants have the potential to promote relaxation and recovery from stressful experiences. (Taylor et al., 2002).
- - - - Ie. Academic anxiety, and procastination/avoidance
- - - - GAP: "Though it has been concluded that people of various ages generally benefit from having greenery in academic settings, and said audience also benefit from exposure of LED lights in academic settings, the effects of these two forms of technological nature have not been studied together, nor have high school students often been the focus of these individual studies. My research aims to identify the effectiveness of lowering anxiety levels and quelling its subsequent symptoms for high school students when these two systems exist simultaneously in academic settings. “
      - S7 QTD S59 - In addition, plants have the potential to promote relaxation and recovery from stressful experiences. Visual access to nature from the classroom setting has been found to decrease attention deficit behaviors in children (Taylor et al., 2002).
      - S48 - "Results supported the perception of higher correlated colour temperature lighting positively impacting alertness, attitude, and energy level. Findings also supported the ability to change light levels throughout the school day to positively impact student engagement and mood."
      - S8 - A study done by a Portuguese University in 2021 concluded that "[greenery] helped increase focus and study habits of kids". Though this research was promising, it was conducted using primary school students, thus its results cannot be claimed as true in full confidence for students in grades 10-12.
      - S7 QTD S60 - One randomized study of 94 public high school students in Illinois found that students assigned to classrooms with a “green” view scored higher on attention tasks and recovered from a stressful experience faster than students with no window or a window with a barren view (Li and Sullivan, 2016).
      - S17 - "Students displayed more engaged behaviors under the LED lighting condition. "
      - S43 - "Besides the physiological and psychological effects of lighting, studies have also indicated positive effects of specific lighting conditions on behavior, such as working speed, productivity, and accuracy. [...] 'Dynamic lighting also has positive effects on students'.
    - - S25 Stefanovic QTD Kim - "This is owing to the fact that our well-being and quality of life are intrinsically tied to the quality of where and how we are environmentally implaced (Stefanovic, 2016)."
- - - - Not for lit review but for after and futher info from [S39]
        
        "Students with excessive anxiety may experience genuine problems during their academic study."
        
        "Researchers discovered that anxious students have difficulty avoiding distractions and require more time to transfer their attention between tasks; this negatively affected learning, reading, writing and memorizing (Landow 2006)
        
        Numerous studies have concluded that anxiety can affect an individuals' ability to receive, process and retrieve information which has a negative impact on learning via influences on working memory, leading to poor mental performance underachievement (Hashempour 2014)
      - The prevalence of how academic anxiety symptoms negatively impact academic success, can initially be traced back to how students prepare for important academic engagements. Despite potentially experiencing impeding anxiety symptoms during said engagements, preparation in the form of studying can heavily supplement one's performance.
        
        Therefore, the effectiveness of a student's study habits is important to potentially reducing the feeling of unpreparedness, which can trigger academic anxiety overall. [S38]
        
        A common practice in high schools, is to allot students a "study hall", which "do not count as a class or something that would have an effect on a student’s GPA. " [S81]
        
        These unscripted periods give students an opportunity to utilize their time to academically advance themselves depending on their personal needs (such as studying for classes they find difficult or pressing).
        
        Similar to libraries, study spaces often are "developing transformative teen-centered spaces" and "facilitate informal learning, creation, socialization, and community engagement", and are common throughout high schools in the US and Canada alike [S80].
        
        Seeing as these spaces are common ground for many students, including those who experience academic anxiety, attempts to generally improve study habits for these students, could include modifying these in school study spaces. In theory, this could be widely beneficial for these individuals.
        
        [S38] "Signs to identify include a decrease in grades, frequently missed assignments, feeling overwhelmed by schoolwork, consistent procrastination and difficulty focusing on tasks."
    - - Avoidant coping strategies: an individual copes with taxing circumstances by avoiding it. This strategy makes people activate a mental state that keeps them from directly addressing the event. This appears to be a psychological risk factor or marker for adverse response to stressful line events. [Holahan and Moos,1987]"