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Green urban landscapes and school-level academic performance
Higher levels of tree canopy are linked to higher school-level reading test scores
Hodson, C.B., Sander, H.A., (2017). Green urban landscapes and school-level academic performance. Landscape and Urban Planning, 160,Exploring the benefits of school gardening for children in Taiwan and identifying the factors influencing these benefits
Multiple factors contribute to the benefits and highlight the unique characteristics of gardening with children
Chang, Y-Y, Su, W-C, Tang, I-C, Chang, C-Y, (2016). Exploring the benefits of school gardening for children in Taiwan and identifying the factors influencing these benefits. HortTechnology, 26(6),Critical caring for people and place
A teacher’s authentic caring played a critical role in how students related to their environmental learning experiences.
Schindel, A., Tolbert, S., (2017). Critical caring for people and place. The Journal of Environmental Education, 48(1),Green inclusion: Biophilia as a necessity
Environmental education promotes the inclusion of children with special needs and addresses their biophilic needs
Stavrianos, A., (2016). Green inclusion: Biophilia as a necessity. British Journal of Special Education, 43(4),Children and nature: Following the trail to environmental attitudes and behavior
Decades of research points to connection between childhood time in nature and environmental attitudes
Wells, N. M., Lekies, K. S., (2012). Children and nature: Following the trail to environmental attitudes and behavior. In: J. Dickinson and R. Bonney (Eds.) Citizen Science: public collaboration in environmental research. Ithaca, NY: Cornell University Press.,Childhood development and access to nature: A new direction for environmental inequality research
Research is needed to understand whether and why inequalities exist in terms of children's exposure to toxic pollutants, nature, and green space
Strife, S., Downey, L., (2009). Childhood development and access to nature: A new direction for environmental inequality research. Organization & Environment, 22(1),The child in the garden: An evaluative review of the benefits of school gardening
School gardens positively impact children's learning and behavior
Blair, D., (2009). The child in the garden: An evaluative review of the benefits of school gardening. Journal of Environmental Education, 40(2),Assessment of outdoor school environments and physical activity in Ankara's primary schools
Schoolyard size and landscape quality influence children's satisfaction and weight
Ozdemir, A., Yilmaz, O., (2008). Assessment of outdoor school environments and physical activity in Ankara's primary schools. Journal of Environmental Psychology, 28(3),Biodiverse or barren school grounds: Their effects on children
Green schoolyards provide rich play environments
Samborski, S., (2010). Biodiverse or barren school grounds: Their effects on children. Children, Youth and Environments, 20(2),Influence of limitedly visible leafy indoor plants on the psychology, behavior, and health of students at a junior high school in Taiwan
Plants in classrooms benefit students' emotions, behavior, and health
Han, K. T., (2009). Influence of limitedly visible leafy indoor plants on the psychology, behavior, and health of students at a junior high school in Taiwan. Environment and Behavior, 41(5),Experience in local urban wildlife research enhances a conservation education programme with school children
Nature-based experiences with academic mentors in urban environments enhances students' awareness and interest
Awasthy, M., Popovic, A. Z., Linklater, W. L., (2012). Experience in local urban wildlife research enhances a conservation education programme with school children. Pacific Conservation Biology, 18(1),The nature of udeskole: Outdoor learning theory and practice in Danish schools
Outdoor education in the context of Danish "udeskole" provides insights into best practices and practical challenges
Bensten, P., Jensen, F. S., (2012). The nature of udeskole: Outdoor learning theory and practice in Danish schools. Journal of Adventure Education and Outdoor Learning, 12(3),Effects of integrating garden-based learning and E-learning into life education
Garden-based learning strengthens student's life learning and positive attitudes
Chen, M.L., Lou, S., Shih, R., (2013). Effects of integrating garden-based learning and E-learning into life education. Life Science Journal, 10(2),Promoting connectedness with nature through environmental education
Age and academic level may predict children's connectedness to nature and the success of environmental education in enhancing connectedness
Lieflander, A., Frohlich, G., Bogner, F. X., Schultz, P. W., (2013). Promoting connectedness with nature through environmental education. Environmental Education Research, 19(3),Use of the outdoor classroom and nature-study to support science and literacy learning: A narrative case study of a third-grade classroom
Nature provides a meaningful context for integrated science and literacy learning and contributes to student achievement on standardized tests
Eick, C. J., (2012). Use of the outdoor classroom and nature-study to support science and literacy learning: A narrative case study of a third-grade classroom. Journal of Science Teacher Education, 23(7),Urban environmental education: Leveraging technology and ecology to engage students in studying the environment
Science self-efficacy and environmental stewardship of high school students improved through participation in an intensive summer urban ecology program
Barnett, M., Vaughn, M., Strauss, E., Cotter, L., (2011). Urban environmental education: Leveraging technology and ecology to engage students in studying the environment. International Research in Geographical and Environmental Education, 20(3),Adult learning meets the green economy: Lessons from a green jobs education project
Adult education for green jobs is successful, but basic skills are a prerequisite
Wagner, C., (2013). Adult learning meets the green economy: Lessons from a green jobs education project. Adult Learning, 24(1),Taking kindergartners outdoors: Documenting their explorations and assessing the impact on their ecological awareness
Nature kindergarten nurtures a deep connection with nature
Elliot, E., Ten Eycke, K., Chan, S., Müller, U., (2014). Taking kindergartners outdoors: Documenting their explorations and assessing the impact on their ecological awareness. Children, Youth and Environments, 24(2),A comparative study of the impacts and students' perceptions of indoor and outdoor learning in the science classroom
Outdoor learning complements indoor learning by improving student performance and increasing student participation and enjoyment in science learning activities
Dhanapal, S., Lim, C. C. Y., (2013). A comparative study of the impacts and students' perceptions of indoor and outdoor learning in the science classroom. Asia-Pacific Forum on Science Learning and Teaching, 14(2),The effect of an animal-assisted reading program on the reading rate, accuracy and comprehension of grade 3 students: A randomized control study
Third grade students significantly improve reading comprehension and retention when reading with a dog in an animal-assisted reading program
le Roux, M. C., Swartz, L., Swart, E., (2014). The effect of an animal-assisted reading program on the reading rate, accuracy and comprehension of grade 3 students: A randomized control study. Child & Youth Care Forum, 43(6),Living animals in the classroom: A meta-analysis on learning outcome and a treatment-control study focusing on knowledge and motivation
Students' knowledge outcomes did not differ with a live animal present versus use of a film, but motivation to learn was enhanced with a live animal
Hummel, E., Randler, C., (2012). Living animals in the classroom: A meta-analysis on learning outcome and a treatment-control study focusing on knowledge and motivation. Journal of Science Education and Technology, 21(1),Contact with nature and children’s wellbeing in educational settings
Social interaction, stress and attention may improve in one- to three-year-olds by free play in outdoor green space
Carrus, G., Pirchio, S., Passiatore, Y., Mastandrea, S., Scopelliti, M., Bartoli, G., (2012). Contact with nature and children’s wellbeing in educational settings. Journal of Social Sciences, 8(3),Green schoolyards as havens from stress and resources for resilience in childhood and adolescence
Natural schoolyards decrease stress, strengthen attention, reduce behavior problems, and enhance factors associated with resilience in children of all ages
Chawla, L., Keena, K., Pevec, I., Stanley, E., (2014). Green schoolyards as havens from stress and resources for resilience in childhood and adolescence. Health & Place, 28,Does a nurturing approach that uses an outdoor play environment build resilience in children from a challenging background?
Children from challenging backgrounds experience improved well-being and resilience after participating in nurturing outdoor program
McArdle, K., Harrison, T., Harrison, D., (2013). Does a nurturing approach that uses an outdoor play environment build resilience in children from a challenging background?. Journal of Adventure Education and Outdoor Learning, 13(3),"Sowing and growing" life skills through garden-based learning to reengage disengaged youth
Garden-based intervention program promotes positive learning and behavioral outcomes for students disengaged from school
Truong, S., Gray, T., Ward, K., (2016). "Sowing and growing" life skills through garden-based learning to reengage disengaged youth. LEARNing Landscapes, 10(1),Advancing sustainability through urban green space: Cultural ecosystem services, equity, and social determinants of health
More equitable access to urban green space may help alleviate health gaps between socio-economic groups
Jennings, V, Larson, L., Yun, J., (2016). Advancing sustainability through urban green space: Cultural ecosystem services, equity, and social determinants of health. International Journal of Environmental Research and Public Health, 13(2)Food for thought: The intersection of gardens, education, and community at Edible Schoolyard New Orleans
Edible schoolyard garden in New Orleans promotes students' food security, environmental knowledge, and emotional and social well-being
Fakharzadeh, S., (2015). Food for thought: The intersection of gardens, education, and community at Edible Schoolyard New Orleans. Children, Youth and Environments, 25(3),Playing with nature: Supporting preschoolers' creativity in natural outdoor classrooms
Natural outdoor classrooms promote preschoolers’ creativity in the areas of problem-solving and ingenuity
Kiewra, C., Veselack, E., (2016). Playing with nature: Supporting preschoolers' creativity in natural outdoor classrooms. The International Journal of Early Childhood Environmental Education, 4(1)Shifting gears: Engaging nurse practitioners in prescribing time outdoors
Nurse practitioners can serve as catalysts in promoting healthier lifestyles through Park Prescription initiatives
Wessel, L.A., (2017). Shifting gears: Engaging nurse practitioners in prescribing time outdoors. The Journal for Nurse Practitioners, 13(1),Early childhood environmental education in tropical and coastal areas: A meta-analysis
Informal learning activities can help young children learn about the natural world
Sawitri, D.R., (2017). Early childhood environmental education in tropical and coastal areas: A meta-analysis. IOP Conference Series: Earth and Environmental Science, 55Affordances of ditches for preschool children
Ditches have the potential to become an important design element in outdoor playspaces for young children
Lerstrup, I., Moller, M.S., (2016). Affordances of ditches for preschool children. Children, Youth and Environments, 26(2),Geotheorizing mountain-child relations within anthropogenic inheritances
Early childhood pedagogy based on relationality rather than separation could serve as a form of resistance to an extractive relationship with the more-than-human world
Nxumalo, F., (2017). Geotheorizing mountain-child relations within anthropogenic inheritances. Children's Geographies, 15(5),"We won't hurt you butterfly!" Second-graders become environmental stewards from experiences in a school garden
School-garden program promotes positive attitudes toward the environment
Fisher-Maltese, C., (2016). "We won't hurt you butterfly!" Second-graders become environmental stewards from experiences in a school garden. International Journal of Early Childhood Environmental Education, 4(1),Companion animals and child/adolescent development: A systematic review of the evidence
Pet ownership may be beneficial to child and adolescent emotional, cognitive, behavioral, educational and social development
Purewal, R., Christley, R., Kordas, K., Joinson, C,, Meints, K., Gee, N,, Westgarth, C., (2017). Companion animals and child/adolescent development: A systematic review of the evidence. International Journal of Environmental Research and Public Health, 14(3)Pedagogical school gardens as a Food and Nutrition Education strategy: Perception of parents and educators of their impact on children's diets
Children and families experience dietary benefits of school gardens
Garcia, M.T., Coelho, D.E.P., Bogus, C.M., (2017). Pedagogical school gardens as a Food and Nutrition Education strategy: Perception of parents and educators of their impact on children's diets. DemetraThe perception, management and performance of risk amongst Forest School educators
Forest School educators altered their risk management practices in response to competing conceptions of childhood and risk
Connolly, M., Haughton, C., (2017). The perception, management and performance of risk amongst Forest School educators. British Journal of Sociology of Education, 38(2),Eco-school evaluation beyond labels: The impact of environmental policy, didactics and nature at school on student outcomes
Active teaching methods, environmental education policy, and the presence and use of natural green elements impact eco-schools’ environmental education outcomes
Boeve-de Pauw, J., Van Petegem, P., (2018). Eco-school evaluation beyond labels: The impact of environmental policy, didactics and nature at school on student outcomes. Environmental Education Research, 24(9),Live green, think green: Sustainable school architecture and children's environmental attitudes and behaviors
Sustainable school design promotes students’ pro-environmental attitudes and behaviors
Tucker, R., Izadpanahi, P., (2017). Live green, think green: Sustainable school architecture and children's environmental attitudes and behaviors. Journal of Environmental Psychology, 51,Are young children's utterances affected by characteristics of their learning environments? A multiple case study
Preschool children use richer language in a natural environment than in indoor or outdoor classrooms
Richardson, T., Murray, J., (2017). Are young children's utterances affected by characteristics of their learning environments? A multiple case study. Early Child Development and Care, 187(3-4),The meaning of participation in school ground greening: A study from project to everyday setting
Children’s participation in school ground greening planning influences functionality; participation in management phases results in student engagement and satisfaction
Jansson, M., Martensson, F., Gunnarsson, A., (2018). The meaning of participation in school ground greening: A study from project to everyday setting. Landscape Research, 43(1),'If there's no sustainability our future will get wrecked': Exploring children's perspectives of sustainability
Children’s ideas about sustainability are developed through experiential, investigative, sensorial and place-oriented ways of learning
Green, M., (2017). 'If there's no sustainability our future will get wrecked': Exploring children's perspectives of sustainability. Childhood, 24(2),Identifying and characterizing risky play in the age one-to-three years
The existing definition and characteristics of risky play may not be useful for one-year-olds
Kleppe, R., Melhuish, E., Sandseter, E.B.H., (2017). Identifying and characterizing risky play in the age one-to-three years. European Early Childhood Education Research Journal, 25(3),Cultural transmission at nature kindergartens: Foraging as a key ingredient
Educational benefits of foraging include the transmission of culture and strengthening children’s connection with nature
Nugent, C., Beames, S., (2015). Cultural transmission at nature kindergartens: Foraging as a key ingredient. Canadian Journal of Environmental Education, 20,Assessing a school gardening program as an integrated component of a pilot farm-to-school initiative based in South Carolina
School gardens are used for multidisciplinary academic instruction more than contribution to school nutrition programs
Taylor, C., Symon, E.B., Dabbs, A., Way, E., Thompson, O.M., (2017). Assessing a school gardening program as an integrated component of a pilot farm-to-school initiative based in South Carolina. HortTechnology, 27(2),'I saw a magical garden with flowers that people could not damage!': Children's visions of nature and of learning about nature in and out of school
Children’s deep emotional connection with nature generates a strongly protective disposition
Rios, C., Menezes, I., (2017). 'I saw a magical garden with flowers that people could not damage!': Children's visions of nature and of learning about nature in and out of school. Environmental Education Research, 23(10),Between indigenous and non-indigenous: Urban/nature/child pedagogies
Integrating indigenous perspectives and environmental education broadens place-based pedagogies
Somerville, M., Hickey, S., (2017). Between indigenous and non-indigenous: Urban/nature/child pedagogies. Environmental Education Research, 23(10),Effects of regular classes in outdoor education settings: A systematic review on students' learning, social and health dimensions
Regular classes in outdoor settings can promote students’ learning, health, social development, and concern for the environment
Becker, C., Lauterbach, G., Spengler, S., Dettweiler, U., Mess, F., (2017). Effects of regular classes in outdoor education settings: A systematic review on students' learning, social and health dimensions. International Journal of Environmental Research and Public Health, 14Outdoor learning spaces: The case of forest school
Outdoor space provides new opportunities for children and teachers to interact in a way that stimulates both teaching and learning
Harris, F., (2017). Outdoor learning spaces: The case of forest school. AREASowing seeds for healthier diets: Children's perspectives on school gardening
Including children in the planning and evaluation of school gardening and other health promotion programs may improve their effectiveness
Nury, E., Sarti, A., Dijkstra, C., Seidell, J., Dedding, C., (2017). Sowing seeds for healthier diets: Children's perspectives on school gardening. International Journal of Environmental Research and Public Health, 14MADE POSSIBLE WITH SUPPORT FROM:
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