A narrative and systematic review of the behavioural, cognitive and emotional effects of passive nature exposure on young people: Evidence for prescribing change

Children can experience the health and well-being benefits of nature through both active nature engagement and passive nature exposure.

Norwood, M.F., Lakhani, A., Fullagar, S., Maujean, A., Downes, M., Byrne, J., Stewart, A., Barber, B., Kendall, E., (2019). A narrative and systematic review of the behavioural, cognitive and emotional effects of passive nature exposure on young people: Evidence for prescribing change. Landscape and Urban Planning, 189, 71-79.

Young children's contributions to sustainability: The influence of nature play on curiosity, executive function skills, creative thinking, and resilience

Nature play can contribute dispositions and skills relevant to sustainability

Ernst, J., Burcak, F., (2019). Young children's contributions to sustainability: The influence of nature play on curiosity, executive function skills, creative thinking, and resilience. Sustainability, 11(15)

Nature-based education and kindergarten readiness: Nature-based and traditional preschoolers are equally prepared for kindergarten

Children in nature-based and traditional preschools are equally prepared for kindergarten

Cordiano, T.S., Lee, A., Wilt, J., Elszasz, A., Damour, L.K., Russ, S.W., (2019). Nature-based education and kindergarten readiness: Nature-based and traditional preschoolers are equally prepared for kindergarten. International Journal of Early Childhood Environmental Education, 6(3), 18-36.

Rethinking learning? Challenging and accommodating neoliberal educational agenda in the integration of Forest School into mainstream educational settings

Learning outside the classroom can help children develop important skills for future success in the workplace

Pimlott-Wilson, H., Coates, J., (2019). Rethinking learning? Challenging and accommodating neoliberal educational agenda in the integration of Forest School into mainstream educational settings. The Geographical Journal, 185(3), 268-278.

Learning while playing: Children's Forest School experiences in the UK

The blending of Forest School with formal education can promote skills not typically addressed in a classroom-only setting

Coates, J.K., Pimlott-Wilson, H., (2019). Learning while playing: Children's Forest School experiences in the UK. British Educational Research Journal, 45(1), 21-40.

‘Winter children’: An ethnographically inspired study of children being-and-becoming well-versed in snow and ice

Play in/with snow and ice provides opportunities for children to develop knowledge and skills regarding who they are and who they can become

Sanderud, J.R., Gurholt, K.P., Moe, V.F., (2019). ‘Winter children’: An ethnographically inspired study of children being-and-becoming well-versed in snow and ice. Sport, Education and Society

Utilising place-based learning through local contexts to develop agents of change in Early Childhood Education for Sustainability

Place-based learning can help young children develop a sustainability perspective

Boyd, D., (2019). Utilising place-based learning through local contexts to develop agents of change in Early Childhood Education for Sustainability. Education 3-13, 47(8), 983-997.

'That's given me a bit more hope' - adolescent girls' experiences of Forest School

Forest School improves mental health and well-being according to adolescent girls with mental health risk factors

Manner, J., Doi, L., Laird, Y., (2020). 'That's given me a bit more hope' - adolescent girls' experiences of Forest School. Children's Geographies

Partnering for outdoor play: A case study of forest and nature school programming in the context of licensed child care in Ottawa, Ontario

Collaborative efforts between organizations can make forest and nature school opportunities available to more children

Niblett, B., Hiscott, K., Power, M., McFarlane, H., (2020). Partnering for outdoor play: A case study of forest and nature school programming in the context of licensed child care in Ottawa, Ontario. Canadian Journal of Environmental Education, 23(2), 67-85.

How and why did outdoor play become a central focus of Scottish early learning and care policy

Case study reveals opportunities and barriers to the implementation of outdoor play programs in Scotland

Perlman, M., Howe, N., Bergeron, C., (2020). How and why did outdoor play become a central focus of Scottish early learning and care policy. Canadian Journal of Environmental Education, 23(2), 46-66.

Who is John the snail and when can we meet him?: Parent perspectives on children’s engagement in a forest nature program

Parents believe that the benefits of a forest school program are greater than any risks involved

Zimanyi, L., Rossovska, O., (2020). Who is John the snail and when can we meet him?: Parent perspectives on children’s engagement in a forest nature program. Journal of Innovation in Polytechnic Education

Beyond traditional school readiness: How nature preschools help prepare children for academic success

Nature preschools can be effective in promoting school readiness

Burgess, E., Ernst, J., (2020). Beyond traditional school readiness: How nature preschools help prepare children for academic success. International Journal of Early Childhood Environmental Education, 7(2), 17-33.

Planting the seeds for nature-based learning: Impacts of a farm- and nature-based early childhood education program

Nature- and farm-based preschool programs have the potential to positively impact children and their families.

Rymanowicz, K., Hetherington, C., Larm, B., (2020). Planting the seeds for nature-based learning: Impacts of a farm- and nature-based early childhood education program. The International Journal of Early Childhood Environmental Education, 8(1), 44-63.

Nature connection in early childhood: A quantitative cross-sectional study

Attending a nature nursery is associated with higher nature connection

Barrable, A., Booth, D., (2020). Nature connection in early childhood: A quantitative cross-sectional study. Sustainability, 12(375)

Supporting school readiness naturally: Exploring executive function growth in nature preschools

Children attending nature preschool showed growth in executive function skills beyond what would be expected in typically developing children

Zamzow, J., Ernst, J., (2020). Supporting school readiness naturally: Exploring executive function growth in nature preschools. The International Journal of Early Childhood Environmental Education, 7(2), 6-16.

Children's agency and action in nature preschool: A tale of two programs

Young children, with support of early childhood educators, have the ability to be meaningfully involved in ecologically sustainable practices

Konerman, R., Elliott, S., Pugh, R., Luthy, T., Carr, V., (2021). Children's agency and action in nature preschool: A tale of two programs. Children, Youth and Environments, 31(2), 139-150.

The importance of recognising and promoting independence in young children: The role of the environment and the Danish forest school approach

The forest school approach reflects theoretical understanding of young learners’ development of independence

Cerino, A., (2021). The importance of recognising and promoting independence in young children: The role of the environment and the Danish forest school approach. Education 3-13, 51(4), 685-694.

Comparing the impact of nature, blended, and traditional preschools on children's resilience: Some nature may be better than none

Preschool nature experiences support young children’s resilience

Ernst, J., Juckett, H., Sobel, D., (2021). Comparing the impact of nature, blended, and traditional preschools on children's resilience: Some nature may be better than none. Frontiers in Psychology, 12

Nature-based early childhood education and children’s social, emotional and cognitive development: A mixed-methods systematic review

Nature-based early childhood education may support children’s growth in multiple areas of social, emotional, and cognitive development

Johnstone, A., Martin, A., Cordovil, R., Fjørtoft, I., Iivonen, S., Jidovtseff, B., Lopes, F., Reilly, J. J., Thomson, H., Wells, V., McCrorie, P., (2022). Nature-based early childhood education and children’s social, emotional and cognitive development: A mixed-methods systematic review. International Journal of Environmental Research and Public Health, 19

‘A new adventure’: A case study of autistic children at Forest School

Children with autism experience benefits and challenges during Forest School sessions

Friedman, S., Gibson, J., Jones, C., Hughes, C., (2022). ‘A new adventure’: A case study of autistic children at Forest School. Journal of Adventure Education and Outdoor Learning

“You don’t wanna teach little kids about climate change”: Beliefs and barriers to sustainability education in early childhood

Sustainability education at nature-based preschools in the United States is limited

Ginsburg, J.L., Audley, S., (2020). “You don’t wanna teach little kids about climate change”: Beliefs and barriers to sustainability education in early childhood. International Journal of Early Childhood Environmental Education, 7(3), 42-60.

Affordances of small animals for young children: A path to environmental values of care

Affordances of small animals may promote sustainability goals for young children

Lerstrup, I., Chawla, L., Heft, H., (2021). Affordances of small animals for young children: A path to environmental values of care. International Journal of Early Childhood Environmental Education, 9(1), 58-76.

Outdoor nature-based play in early learning and childcare centres: Identifying the determinants of implementation using causal loop diagrams and social network analysis

Educator confidence and agency, along with other key leveraging points, are crucial for optimal implementation of nature-based play

Zucca, C., McCrorie, P., Johnstone, A., Chambers, S., Chng, N. R., Traynor, O., Martin, A., (2023). Outdoor nature-based play in early learning and childcare centres: Identifying the determinants of implementation using causal loop diagrams and social network analysis. Health and Place, 79

Nature-based early childhood activities as environmental education?: A review of Japanese and Australian perspectives

Guidelines and practices for nature-based activities with young children tend to lack a comprehensive approach to early childhood education for sustainability

Inoue, M., Elliott, S., Mitsuhashi, M., Kido, H., (2019). Nature-based early childhood activities as environmental education?: A review of Japanese and Australian perspectives. Japanese Journal of Environmental Education, 28(4)

Methodological considerations for movement education interventions in natural environments for primary school children: A scoping review

Learning in nature is a feasible intervention for promoting positive learning outcomes for children

Petrigna, L., Thomas, E., Scardina, A., Rizzo, F., Brusa, J., Camarazza, G., Galassi, C., Palma, A., Bellafiore, M., (2022). Methodological considerations for movement education interventions in natural environments for primary school children: A scoping review. International Journal of Environmental Research and Public Health, 19

Teacher and parent perception of biophilic conditions in primary-school environments and their impact on children’s wellbeing

Teachers with numerous biophilic elements in their schools report favorable views of biophilic design’s impact on learning

Lanzaro, B., Ucci, M., (2024). Teacher and parent perception of biophilic conditions in primary-school environments and their impact on children’s wellbeing. Architecture, 4(2)

Empathy capacity-building through a community of practice approach: Exploring perceived impacts and implications

A community of practice approach can enhance educators’ capacity for developing young children’s empathy for nature

Ernst, J., Underwood, C., Wojciehowski, M., Nayquonabe, T., (2024). Empathy capacity-building through a community of practice approach: Exploring perceived impacts and implications. Journal of Zoological and Botanical Garden, 5, 395-415.

Navigating approaches to “thinking with”: A discussion of the practicalities of posthuman research involving young children

Forest school research highlights 3 post-humanist approaches to study child-nature relationships

Boileau, B. Y. S., (2024). Navigating approaches to “thinking with”: A discussion of the practicalities of posthuman research involving young children. Australian Journal of Environmental Education, 40, 216–230.

Practitioner perspectives on nature-based learning for autistic children

Nature-based learning can promote the well-being of autistic children by affirming and supporting their way of learning

Friedman, S., Morrison, S. A., Shibata, A., (2024). Practitioner perspectives on nature-based learning for autistic children. The Journal of Environmental Education

Attending 12 weekly sessions of Forest School sessions improves mood and cooperation in 7–8- year-old children

Forest School participation is beneficial for children’s mood and cooperation.

Hepworth, A., Haddad, H., Edmonds, C. J., (2024). Attending 12 weekly sessions of Forest School sessions improves mood and cooperation in 7–8- year-old children. Journal of Adventure Education and Outdoor Learning

Supporting young children’s self-regulation through nature-based practices in preschool

Nature-based practices may help children from disadvantaged backgrounds develop self-regulation and attention skills

Ernst, J., Stelley, H., (2024). Supporting young children’s self-regulation through nature-based practices in preschool. Behavioral Sciences, 14

Seeing the forest through the trees: at the intersection of Forest Kindergartens and art-based environmental education

Art-based environmental education can provide empowering opportunities for children to make their own ecological discoveries

Hunter-Doniger, T., (2021). Seeing the forest through the trees: at the intersection of Forest Kindergartens and art-based environmental education. Journal of Adventure Education and Outdoor Learning, 21(3), 217-229.

Early childhood educators’ professional learning for sustainability through action research in Australian immersive nature play programmes

Early childhood educators' shifts towards relational pedagogies acknowledged nature's rights and agency

Hughes, F., (2023). Early childhood educators’ professional learning for sustainability through action research in Australian immersive nature play programmes. Educational Research for Social Change, 12(1), 69-83.

An exploratory study of preschool children at forest schools and traditional nurseries in Portugal and the UK

Preschoolers who attend forest school may experience greater enjoyment of nature, fewer negative emotions, and better emotional regulation

Pina, M., Edmonds, C. J., (2025). An exploratory study of preschool children at forest schools and traditional nurseries in Portugal and the UK. International Journal of Early Years Education

Journeys through forest school: a model for understanding diverse educational experiences of children

Theoretical model suggests that forest school can meet the unique needs of each student

Harris, F., (2026). Journeys through forest school: a model for understanding diverse educational experiences of children. Environmental Education Research, 32(2), 418-431.

Unearthing forest pedagogies: Autoethnographic encounters within critical forest studies

Children’s and parents’ forest school encounters reveal a forest-led pedagogy

Chartrand, M., (2026). Unearthing forest pedagogies: Autoethnographic encounters within critical forest studies. Australian Journal of Environmental Education