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A systematic review of the health and well-being impacts of school gardening: Synthesis of quantitative and qualitative evidence
School gardens benefit students and adults in various ways, yet more robust evidence is needed to promote school gardening programs as public health interventions
Ohly, H., Gentry, S., Wigglesworth, R., Bethel, A., Lovell, R., Garside, R., (2016). A systematic review of the health and well-being impacts of school gardening: Synthesis of quantitative and qualitative evidence. BMC Public Health, 16(1)Why forest gardening for children? Swedish forest garden educators' ideas, purposes, and experiences
Forest gardens in urban settings can promote outdoor education goals with less investment of resources than for traditional school gardening and forest excursions
Almers, E., Askerlund, P., Kjellstrom, S., (2018). Why forest gardening for children? Swedish forest garden educators' ideas, purposes, and experiences. The Journal of Environmental Education, 49(3),Back to the Garten: Ontario kindergarteners learn and grow through schoolyard pedagogy
Inquiry-based learning in the outdoor classroom may promote children’s autonomy
MacDonald, K., Breunig, M., (2018). Back to the Garten: Ontario kindergarteners learn and grow through schoolyard pedagogy. Journal of Outdoor and Environmental EducationSustaining schoolyard pedagogy through community academic partnerships
Schoolyard-focused community academic partnerships can be effective in enhancing students’ understanding of ecological principles and increasing their awareness of environmental issues
Breunig, M.C., (2017). Sustaining schoolyard pedagogy through community academic partnerships. Leisure/Loisir, 41(3),Children on green schoolyards: Nature experience, preferences, and behavior
Nature experiences occur on green schoolyards, but nature-related preferences and behaviors differ by age and gender
Raith, A., (2017). Children on green schoolyards: Nature experience, preferences, and behavior. Children, Youth and Environments, 27(1),The Hare and the Tortoise go to Forest School: Taking the scenic route to academic attainment via emotional wellbeing outdoors
Young children from disadvantaged backgrounds participating in a 3-year Forest School show increased well-being and academic development
McCree, M., Cutting, R., Sherwin, D., (2018). The Hare and the Tortoise go to Forest School: Taking the scenic route to academic attainment via emotional wellbeing outdoors. Early Child Development and Care, 188(7),A forest-based environment as a site of literacy and meaning making for kindergarten children
A forest environment provides kindergarten children with rich opportunities for literacy and meaning making
Streelasky, J., (2018). A forest-based environment as a site of literacy and meaning making for kindergarten children. LiteracyYoung children claiming their connection with nonhuman nature in their schoolground
Four-year-old children express an authentic need for connecting with nonhuman nature in their schoolground
Tsevreni, I., Tigka, A., (2018). Young children claiming their connection with nonhuman nature in their schoolground. Children, Youth and Environments, 28(1),Stress response and cognitive performance modulation in classroom versus natural environments: A quasi-experimental pilot study with children
The stress-reducing influence of natural environments may be situation-specific
Mygind, L., Stevenson, M.P., Liebst, L.S., Konvalinka, I., Bentsen, P., (2018). Stress response and cognitive performance modulation in classroom versus natural environments: A quasi-experimental pilot study with children. International Journal of Environmental Research and Public Health, 15(6)Perceptions of school-based kitchen garden programs in low-income African American communities
School-based kitchen garden programs may positively influence individual, social and physical environmental factors contributing to obesity
Knapp, M.B., Hall, M.T., Mundorf, A.R., Partridge, K.L., Johnson, C.C., (2018). Perceptions of school-based kitchen garden programs in low-income African American communities. Health Promotion PracticeA haven of green space: Learning from a pilot pre-post evaluation of a school-based social and therapeutic horticulture intervention with children
Horticultural intervention using garden-based activities may be effective in promoting mental and emotional well-being of children experiencing emotional and social difficulties
Chiumento, A., Mukherjee, I., Chandna, J., Dutton, C., Rahman, A., Bristow, K., (2018). A haven of green space: Learning from a pilot pre-post evaluation of a school-based social and therapeutic horticulture intervention with children. BMC Public Health, 18Participatory retrofitting of school playgrounds: Collaboration between children and university students to develop a vision
School/university collaboration results in a children-led vision of a school playground
Menconi, M.E., Grohmann, D., (2018). Participatory retrofitting of school playgrounds: Collaboration between children and university students to develop a vision. Thinking Skills and Creativity, 29,Greenness and school-wide test scores are not always positively associated - A replication of "linking performance in Massachusetts elementary schools with the 'greenness' of school surroundings using remote sensing"
Academic achievement outcomes associated with greenness around schools may differ between low-green, high-disadvantaged schools and high-green, low-disadvantaged schools
Browning, M.H.E.M., Kuo, M., Sachdeva, S., Leed, K., Westphal, L., (2018). Greenness and school-wide test scores are not always positively associated - A replication of "linking performance in Massachusetts elementary schools with the 'greenness' of school surroundings using remote sensing". Landscape and Urban Planning, 178,Nature-based learning for student achievement and ecological citizenship
Nature-based learning recognizes and addresses the needs of both students and the natural world
Chawla, L., (2018). Nature-based learning for student achievement and ecological citizenship. Curriculum and Teaching Dialogue, 20(1 & 2)School gardens in the United States: Current barriers to integration and sustainability
Time and staff concerns are primary barriers to school gardening success
Burt, K.G., Luesse, H.B., Rakoff, J., Ventura, A., Burgermaster, M., (2018). School gardens in the United States: Current barriers to integration and sustainability. American Journal of Public HealthThe effectiveness of a head-heart-hands model for natural and environmental science learning in urban schools
Disadvantaged youth showed improved academic performance after participating in an environmental and science education program using a head-heart-hands approach
Jagannathan, R., Camasso, M.J., Delacalle, M., (2018). The effectiveness of a head-heart-hands model for natural and environmental science learning in urban schools. Evaluation and Program Planning, 66,Beyond the school grounds: Links between density of tree cover in school surroundings and high school academic performance
Greater density of tree canopy beyond the school grounds predicts higher academic performance of high school students
Li, D., Chiang, Y-C., Sang, H., Sullivan, W.C., (2019). Beyond the school grounds: Links between density of tree cover in school surroundings and high school academic performance. Urban Forestry & Urban Greening, 38,Playing with mud - becoming stuck, becoming free?... The negotiation of gendered/class identities when learning outdoors
More-than-humans, along with gender and class expectations, shape children’s nature-related experiences
Mycock, K., (2019). Playing with mud - becoming stuck, becoming free?... The negotiation of gendered/class identities when learning outdoors. Children's Geographies, 17(4),How is environmental greenness related to students' academic performance in English and mathematics?
Greening initiatives on and around school grounds may improve the academic performance of students across grade levels, genders, and differing socioeconomic backgrounds
Leung, WT.V., Tam, TY.T., Pan, W-C., Wu, C-D., Lung, S-C.C., Spengler, J.D., (2019). How is environmental greenness related to students' academic performance in English and mathematics?. Landscape and Urban Planning, 181,Inconsistencies in early science education: Can nature help streamline state standards?
Explorations in playspaces with natural elements can provide the foundation for early science learning
Kloos, H., Waltzer, T., Maltbie, C., Brown, R.D., Carr, V., (2018). Inconsistencies in early science education: Can nature help streamline state standards?. Ecopsychology, 10(4)Mutual experiences: Understanding children's play in nature through sensory ethnography
Mutual experiences can deepen researchers’ understanding of children’s play in a natural environment
Sanderud, J.R., (2020). Mutual experiences: Understanding children's play in nature through sensory ethnography. Journal of Adventure Education and Outdoor Learning, 20(2),Traditional vs naturalised design: A comparison of affordances and physical activity in two preschool playscapes
Naturalized playspaces can potentially provide equivalent or greater affordances for a range of physical activities compared to traditional playspaces with standard equipment
Wishart, L., Cabezas-Benalcázar, C., Morrissey, A-N., Versace, V.L., (2019). Traditional vs naturalised design: A comparison of affordances and physical activity in two preschool playscapes. Landscape Research, 44(8),Developing a nature-based four-year-old kindergarten program: OAK Learning Center at Bay Beach Wildlife Sanctuary in Green Bay, WI (USA)
Developers of a nature-based public preschool describe its development and perceptions of success in academic, physical, social and emotional development and connectedness to nature realms
Ashmann, S., (2018). Developing a nature-based four-year-old kindergarten program: OAK Learning Center at Bay Beach Wildlife Sanctuary in Green Bay, WI (USA). International Journal of Early Childhood Environmental Education, 6(1),Early childhood educators' perceptions of play and inquiry on a nature playspace
Early childhood educators describe a nature playscape as an environment that supports the holistic development of children
Schlembach, S., Kochanowski, L., Brown, R.D., Carr, V., (2018). Early childhood educators' perceptions of play and inquiry on a nature playspace. Children, Youth and Environments, 28(2),Exploring urban design strategies that maximize the benefits of urban nature for children's well-being
Integrating high-quality natural areas into dense urban settings offers benefits to children, other community members, the municipality, and the natural environment
Mangone, G., (2018). Exploring urban design strategies that maximize the benefits of urban nature for children's well-being. Ecopsychology, 10(4)The relationship between the natural environment and individual-level academic performance in Portland, Oregon
Greening efforts aimed at improving academic performance would do well to focus on both school and home environments
Donovan, G.H., Michael, Y.L., Gatziolis, D., Hoyer, R.W., (2020). The relationship between the natural environment and individual-level academic performance in Portland, Oregon. Environment and BehaviorGrowing democratic citizenship competencies: Fostering social studies understandings through inquiry learning in the preschool garden
Garden-based inquiry learning can foster the development of democratic competencies in preschool children
Casey, E.M., DiCarlo, C.F., Sheldon, K.L., (2019). Growing democratic citizenship competencies: Fostering social studies understandings through inquiry learning in the preschool garden. The Journal of Social Studies ResearchSchool green space and its impact on academic performance: A systematic literature review
Systematic review finding mixed results and studies of moderate quality recommends further research on the benefit of school green space for academic achievement
Browning, M.H.E.M., Rigolon, A., (2019). School green space and its impact on academic performance: A systematic literature review. International Journal of Environmental Research and Public Health, 16Might school performance grow on trees? Examining the link between "greenness" and academic achievement in urban, high-poverty schools
Greening may mitigate academic underachievement in high-poverty urban schools
Kuo, M., Browning, M.H.E.M., Sachdeva, S., Lee, K., Westphal, L., (2018). Might school performance grow on trees? Examining the link between "greenness" and academic achievement in urban, high-poverty schools. Frontiers in Psychology, 9Do experiences with nature promote learning? Converging evidence of a cause-and-effect relationship
Converging evidence from diverse fields offers causal support for nature’s impact on learning, development and environmental stewardship
Kuo, M., Barnes, M., Jordan, C., (2019). Do experiences with nature promote learning? Converging evidence of a cause-and-effect relationship. Frontiers in Psychology, 10Residential and school greenspace and academic performance: Evidence from the GINIplus and LISA longitudinal studies of German adolescents
Researchers call for more investigations into possible links between greenspace and academic performance
Markevych, I., Feng, X., Astell-Burt, T., Standl, M., Sugiri, D., Schikowski, T., Koletzko, S., Herberth, G., Bauer, C-P., von Berg, A., Berdel, D., Heinrich, J., (2019). Residential and school greenspace and academic performance: Evidence from the GINIplus and LISA longitudinal studies of German adolescents. Environmental Pollution, 245,Are California elementary test scores more strongly associated with urban trees than poverty?
Poverty and minority status are linked with lower academic test scores; urban trees and shrubs with higher scores
Tallis, H., Bratman, G.N., Samhour,i J.F., Fargione, J., (2018). Are California elementary test scores more strongly associated with urban trees than poverty?. Frontiers in Psychology, 9Fluid or fixed? Processes that facilitate or constrain a sense of inclusion in participatory schoolyard and park design
Authentic participation of children in playspace design offers challenges and opportunities
Kreutz, A., Derr, V., Chawla, L., (2018). Fluid or fixed? Processes that facilitate or constrain a sense of inclusion in participatory schoolyard and park design. Landscape Journal, 37(1),A coordinated research agenda for nature-based learning
A diverse team of stakeholders presents a framework for research to advance the understanding and implementation of nature-based learning
Jordan, C., Chawla, L., (2019). A coordinated research agenda for nature-based learning. Frontiers in Psychology, 10A 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,Designing an outdoor learning environment for and with a primary school community: A case study in Bangladesh
School grounds offering different behavior settings and providing various affordances may enhance children’s experience of learning and play
Khan, M., Bell, S., McGeown, S., Silveirinha de Oliveira, E., (2020). Designing an outdoor learning environment for and with a primary school community: A case study in Bangladesh. Landscape Research, 45(1),Effects of childhood setting and interaction with nature on academic performance in introductory college-level course in the environmental sciences
Growing up in rural settings and having prior interactions with nature is associated with better academic performance in college environmental science courses
Spero, M.A., Balster, N.J., Bajcz, A.W., (2019). Effects of childhood setting and interaction with nature on academic performance in introductory college-level course in the environmental sciences. Environmental Education Research, 25(3),Mental, physical and social health benefits of immersive nature-experiences for children and adolescents: A systematic review and quality assessment of the evidence
Immersive nature-experiences are linked to positive changes in children's mental, physical, and social health
Mygind, L., Kjeldsted, E., Hartmeyer, R., Mygind, E., Bølling, M., Bents, P., (2019). Mental, physical and social health benefits of immersive nature-experiences for children and adolescents: A systematic review and quality assessment of the evidence. Health & Place, 58Nature-based interventions for improving health and wellbeing: The purpose, the people and the outcomes
Nature–based health interventions take a variety of forms, are designed around a range of health and well-being goals, and target different groups of people
Shanahan, D.F., Astell–Burt, T., Barber, E.A., Brymer, E., Cox, D.T.C., Dean, J., Depledge, M., Fuller, R.A., Hartig, T., Irvine, K.N., Jones, A., Kikillus, H., Lovell, R., Mitchell, R., Niemela, J., (2019). Nature-based interventions for improving health and wellbeing: The purpose, the people and the outcomes. Sports, 7(6)Partners through playgrounds: Building a play community
With limited funds, a community-based effort transforms a traditional playground into a naturalized setting supportive of enhanced play and learning
Moran, M.J., Brookshire, R.A., Coe, D.P., Flynn, J.O., Shideler, M.G., (2019). Partners through playgrounds: Building a play community. Children, Youth and Environments, 29(1),Teacher and student perceptions of an outdoor classroom
Students with and without special needs and their teachers share positive perceptions of learning in an outdoor classroom
Guardino, C., Hall, K.W., Largo-Wight, E., Hubbuch, C., (2019). Teacher and student perceptions of an outdoor classroom. Journal of Outdoor and Environmental Education, 22(2),Relationships between vegetation in student environments and academic achievement across the continental U.S.
Designing urban vegetation to effectively support academic performance requires an understanding of the social and environmental context of the community
Hodson, C.B., Sander, H.A., (2019). Relationships between vegetation in student environments and academic achievement across the continental U.S.. Landscape and Urban Planning, 189,Impacts of outdoor environmental education on teacher reports of attention, behavior, and learning outcomes for students with emotional, cognitive, and behavioral disabilities
Students with special needs demonstrated longer attention spans and fewer disruptive behaviors while participating in outdoor learning activities
Szczytko, R., Carrier, S.J., Stevenson, K.T., (2018). Impacts of outdoor environmental education on teacher reports of attention, behavior, and learning outcomes for students with emotional, cognitive, and behavioral disabilities. Frontiers in Psychology, 3Nature and mental health: An ecosystem service perspective
An ecosystem service perspective may help decision makers anticipate the mental health impacts of decisions they make relating to the environment
Bratman, G.N., Anderson, C.B., Berman, M.C., Cochran, B., de Vries, S., Flanders, J., Folke, C., Frumkin, H., Gross, J.J., Hartig, T., Kahn, P.H., Kuo, M., Lawler, J.J., Levin, P.S., Lindahl, T., (2019). Nature and mental health: An ecosystem service perspective. Science Advances, 5Greening of daycare yards with biodiverse materials affords well-being, play and environmental relationships
Playspaces with diverse vegetation and environmental microbiota are not only safe, but also provide rich opportunities for creative play and learning
Puhakka, R., Rantala, O., Roslund, M.I., Rajaniemi, J., Laitinen, O.H., Sinkkonen, A., ADELE Research Group, (2019). Greening of daycare yards with biodiverse materials affords well-being, play and environmental relationships. International Journal of Environmental Research and Public Health, 16(16)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),Naturalized versus traditional school grounds: Which elements do students prefer and why
Students prefer school grounds with biodiverse, "tidy" vegetation over paved ones
Lindemann-Matthies, P., Kohler, K., (2019). Naturalized versus traditional school grounds: Which elements do students prefer and why. Urban Forestry & Urban Greening, 46Effects of a school based intervention on children’s physical activity and healthy eating: A mixed-methods study
School-based gardening showed small impact on children’s physical activity, knowledge of nutrition, and willingness to try new fruits.
Khan, M., Bell, R., (2019). Effects of a school based intervention on children’s physical activity and healthy eating: A mixed-methods study. International Journal of Environmental Research and Public HealthPsychological benefits of a biodiversity-focussed outdoor learning program for primary school children
Making outdoor learning a regular part of school curricula could be an inexpensive way to improve children's psychological wellbeing
Harvey, D.J., Montgomery, L.N., Harvey, H., Hall, F., Gange, A.C., Watling, D., (2020). Psychological benefits of a biodiversity-focussed outdoor learning program for primary school children. Journal of Environmental Psychology, 67MADE POSSIBLE WITH SUPPORT FROM:
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