Impact of school gardens in Nepal: A cluster randomised controlled trial

School garden program in Nepal raised awareness and knowledge of and preferences for fruit and vegetables but did not result in increased consumption of fruit and vegetables

Schreinemachers, P., Bhattarai, D.R., Subedi, G.D., Acharya, T.P., Chen, H-p., Yang, R-y., Kashichhawa, N.K., Dhungana, U., Luther, G.C., Mecozzi, M., (2017). Impact of school gardens in Nepal: A cluster randomised controlled trial. Journal of Development Effectiveness, 9(3), 329-343.

The matter of the stick: Storying/(re)storying children's literacies in the forest

In the context of forest school pedagogy, post humanism and the common worlds framework suggest that children’s learning is about, through and with the elements of the forest

Harwood, D., Collier, D.R., (2017). The matter of the stick: Storying/(re)storying children's literacies in the forest. Journal of Early Childhood Literacy, 17(3), 336-352.

The role of outdoor education in child development in Italian nursery schools

Outdoor activities may be more effective in promoting early child development than indoor activities

Monti, F., Farné, R., Crudeli, F., Agostini, F., Minelli, M., Ceciliani, A., (2017). The role of outdoor education in child development in Italian nursery schools. Early Child Development and Care, 189(6), 867-882.

The Schaus Swallowtail Habitat Enhancement Project: An applied service-learning project continuum from Biscayne National Park to Miami-Dade County Public Schools

School grounds can be used for the dual purpose of enhancing student learning and increasing the biodiversity of organisms

Clayburn, J., Koptur, S., O'Brien, G., Whelan, K.R.T., (2017). The Schaus Swallowtail Habitat Enhancement Project: An applied service-learning project continuum from Biscayne National Park to Miami-Dade County Public Schools. Southeastern Naturalist, 16(10), 26-46.

Does access to green space impact the mental well-being of children: A systematic review

Access to nature can promote the mental well-being of children

McCormick, R., (2017). Does access to green space impact the mental well-being of children: A systematic review. Journal of Pediatric Nursing, 37, 3-7.

The importance of children interacting with big nature

Deepening children’s interaction with nature addresses the issue of environmental generational amnesia

Kahn, P.H., Weiss, T., (2017). The importance of children interacting with big nature. Children, Youth and Environments, 27(2), 7-24.

Nature by design: Playscape affordances support the use of executive function in preschoolers

The affordances of natural play spaces can support the development of executive function in preschool children

Carr, V., Brown, R.D., Schlembach, S., Kochanowski, L., (2017). Nature by design: Playscape affordances support the use of executive function in preschoolers. Children, Youth and Environments, 27(2), 25-46.

Landscapes for play: Effects of an intervention to promote nature-based risky play in early childhood centres

Nature-based risky play can promote young children’s development

Brussoni, M., Ishikawa, T., Brunelle, S., Herrington, S., (2017). Landscapes for play: Effects of an intervention to promote nature-based risky play in early childhood centres. Journal of Environmental Psychology, 54, 139-150.

Effects of school gardening lessons on elementary school children's physical activity and sedentary time

Garden-based lessons may increase students’ physical activity and decrease their sedentary time without interrupting learning time

Rees-Punia, E., Holloway, A., Knauft, D., Schmidt, M.D., (2017). Effects of school gardening lessons on elementary school children's physical activity and sedentary time. Journal of Physical Activity and Health, 14(12), 959-964.

Promoting school connectedness among minority youth through experience-based urban farming

Experiential learning through urban farming may promote school connectedness of at-risk students

Fifolt, M., Morgan, A.F., Burgess, Z.R., (2017). Promoting school connectedness among minority youth through experience-based urban farming. Journal of Experiential Education

Thinking outside the four walls of the classroom: A Canadian Nature Kindergarten

Developing and implementing a Nature Kindergarten provided new opportunities for students and teachers to deepen their connections with place

Elliot, E., Krusekopt, F., (2017). Thinking outside the four walls of the classroom: A Canadian Nature Kindergarten. International Journal of Early Childhood

Mindful place-based education: Mapping the literature

Mindfulness can strengthen place-based education

Deringer, S.A., (2017). Mindful place-based education: Mapping the literature. Journal of Experiential Education

'I eat the vegetables because I have grown them with my own hands': Children's perspectives on school gardening and vegetable consumption

School gardening may contribute to children’s intrinsic motivation to eat more vegetables

Sarti, A., Dijkstra, C., Nury, E., Seidell, J.C., Dedding, C., (2017). 'I eat the vegetables because I have grown them with my own hands': Children's perspectives on school gardening and vegetable consumption. Children & Society, 31(6), 429-440.

School gardens in the city. Does environmental equity help close the achievement gap?

School gardens could serve as gateways to reducing the academic achievement gap

Ray, R., Fisher, D.R., Fisher-Maltese, C., (2016). School gardens in the city. Does environmental equity help close the achievement gap?. Du Bois Review: Social Science Research on Race, 13(2), 379-395.

Effects of nature kindergarten attendance on children's functioning

Attending a nature kindergarten may enhance children’s locomotor and social skills

Müller, U., Temple, V.A., Smith, B., Kerns, K., Ten Eycke, K., Crane, J., Sheehan, J., (2017). Effects of nature kindergarten attendance on children's functioning. Children, Youth and Environments, 27(2), 47-69.

Growing dens. On re-grounding the child-nature relationship through a new materialist approach to children's dens

A new materialist view of the child-nature relationship assigns vitality to non-human materials

Arvidsen, J., (2018). Growing dens. On re-grounding the child-nature relationship through a new materialist approach to children's dens. Children's Geographies

School gardens: A qualitative study on implementation practices

School personnel and students, while positive about having a school garden, make suggestions for improved implementation

Huys, N., De Cocker, K., De Craemer, M., Roesbeke, M., Cardon, G., De Lepeleere, S., (2017). School gardens: A qualitative study on implementation practices. International Journal of Environmental Research and Public Health, 14(12)

Comparing classroom context and physical activity in nature and traditional kindergartens

Natural learning environments promote physical activity more than traditional learning environments

Meyer, J., Müller, U., Macoun, S., (2017). Comparing classroom context and physical activity in nature and traditional kindergartens. Children, Youth and Environments, 27(3), 56-77.

Tree cover and species composition effects on academic performance of primary school students

Tree cover and species composition have a positive effect on children’s academic performance, especially for children in socio-economically challenged schools

Sivarajah, S., Smith, S.M., Thomas, S.C., (2018). Tree cover and species composition effects on academic performance of primary school students. PLOS ONE, 13(2)

Wellbeing in school gardens -- The case of the Gardens for Bellies food and environmental education program

School gardens can promote well-being, including interpersonal relations and empathy for nature

Dyg, P.M., Wistoff, K., (2018). Wellbeing in school gardens -- The case of the Gardens for Bellies food and environmental education program. Environmental Education Research, 24(8), 1177-1191.

Biodiverse edible schools: Linking healthy food, school gardens and local urban biodiversity

Biodiverse edible schools link local urban nature and healthy food

Fischer, L.K., Brinkmeyer, D., Karle, S.J., Cremer, K., Huttner, E., Seebauer, M., Nowikow, U., Schutze, B., Voigt, P., Volker, S., Kowarik, I., (2018). Biodiverse edible schools: Linking healthy food, school gardens and local urban biodiversity. Urban Forestry & Urban Greening

Nurture thru nature: Creating natural science identities in populations of disadvantaged children through community education partnership

Experimental evidence provides some support for nature-based interventions in improving academic performance in language arts and science

Camasso, M.J., Jagannathan, R., (2018). Nurture thru nature: Creating natural science identities in populations of disadvantaged children through community education partnership. Journal of Environmental Education, 49(1), 30-42.

Children's interest in school garden projects, environmental motivation and intention to act: A case study from a primary school of Cyprus

Attending to student psychological needs may increase effectiveness of environmental education programs in promoting pro-environmental motivation and intention

Christodoulou, A., Korfiatis, K., (2018). Children's interest in school garden projects, environmental motivation and intention to act: A case study from a primary school of Cyprus. Applied Environmental Education & Communication

Analyzing teacher narratives in early childhood garden-based education

A model focusing on learning across multiple domains and integrating self-determination theory can be used to inform the design and evaluation of early childhood garden education programs

Murakami, C.D., Su-Russell, C., Manfra, L., (2018). Analyzing teacher narratives in early childhood garden-based education. Journal of Environmental Education, 49(1), 18-29.

Place-based outdoor learning: More than a drag and drop approach

Place-based outdoor learning extends the success of the Forest School approach

Lloyd, A., Truong, S., Gray, T., (2018). Place-based outdoor learning: More than a drag and drop approach. Journal of Outdoor and Environmental Education, 21, 45-60.

Affordances guiding Forest School practice: The application of the ecological dynamics approach

Ecological Dynamics, with its focus on affordances and the person-environment relationship, could enhance Forest School practice

Sharma-Brymer, V., Brymer, E., Gray, T., Davids, K., (2018). Affordances guiding Forest School practice: The application of the ecological dynamics approach. Journal of Outdoor and Environmental Education, 21, 103-115.

Obstacles for school garden program success: Expert consensus to inform policy and practice

A consensus-driven process for identifying obstacles to the success of school gardens can inform policy and practice

Diaz, J.M., Warner, L.A., Webb, S., Barry, D., (2019). Obstacles for school garden program success: Expert consensus to inform policy and practice. Applied Environmental Education & Communication, 18(3), 195-206.

Early childhood education in the outdoors in Aotearoa New Zealand

Indigenous Māori worldviews can give meaning and contextualized authenticity to forest school approaches in early childhood education in Aotearoa, New Zealand

Alcock, S., Ritchie, J., (2018). Early childhood education in the outdoors in Aotearoa New Zealand. Journal of Outdoor and Environmental Education, 21, 77-88.

The carry-over effects of school gardens on fruit and vegetable availability at home: A randomized controlled trial with low-income elementary schools

School gardens, especially if implemented at a young age, have the potential to affect the availability of fruits and vegetables in the home environment

Wells, N.M., Meyers, B.M., Todd, L.E., Henderson, C.R., Barale, K., Gaolach, B., Ferenz, G., Aitken, M., Tse, C.C., Ostlie Pattison, K., Hendrix, L., Carson, J.B., Taylor, C., Franz, N.K., (2018). The carry-over effects of school gardens on fruit and vegetable availability at home: A randomized controlled trial with low-income elementary schools. Preventive Medicine

First Nation pedagogical emphasis on imitation and making the stuff of life: Canadian lessons for indigenizing Forest Schools

Incorporating First Nations pedagogy in Forest Schools in Canada requires an appreciation of imitative learning

MacEachren, Z., (2018). First Nation pedagogical emphasis on imitation and making the stuff of life: Canadian lessons for indigenizing Forest Schools. Journal of Outdoor and Environmental Education, 21, 89-102.

A critique of "Forest School" or something lost in translation

Contributions of Forest School to outdoor education can be enhanced by deep explorations into its cultural and theoretical meaning

Leather, M., (2018). A critique of "Forest School" or something lost in translation. Journal of Outdoor and Environmental Education, 21(5), 5-18.

Place-based nature kindergarten in Victoria, Australia: No tools, no toys, no art supplies

Nature kindergarten programs in Victoria, Australia are built around local conditions and influences versus imported Forest School practices

Christiansen, A., Hannan, S., Anderson, K., Coxon, L., Fargher, D., (2018). Place-based nature kindergarten in Victoria, Australia: No tools, no toys, no art supplies. Journal of Outdoor and Environmental Education, 21(1), 61-75.

Science in the Learning Gardens (SciLG): A study of students' motivation, achievement, and science identity in low-income middle schools

Students’ motivational experiences in garden-based learning predict science engagement, learning and achievement

Williams, D.R., Brule, H., Kelley, S.S., Skinner, E.A., (2018). Science in the Learning Gardens (SciLG): A study of students' motivation, achievement, and science identity in low-income middle schools. International Journal of STEM Education, 5(8)

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), 242-259.

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 Education

Sustaining 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), 467-490,.

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), 91-111.

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), 980-996.

Modeling child-nature interaction in a nature preschool: A proof of concept

Child–nature interaction can be modeled in a nature preschool based on interaction patterns

Kahn, P.H., Weiss, T., Harrington, K., (2018). Modeling child-nature interaction in a nature preschool: A proof of concept. Frontiers in Psychology, 9

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. Literacy

Young 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), 119-127.

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)

What is different about Forest School? Creating a space for an alternative pedagogy

The divergence and freedoms inherent in Forest School may contribute to the well-being of participants

Waite, S., Goodenough, A., (2018). What is different about Forest School? Creating a space for an alternative pedagogy. Journal of Outdoor and Environmental Education, 21(1), 25-44.

Characteristics of forest sites used by a Danish forest preschool

Loose parts and shielded places are highly-desired features of forest sites for preschool children

Lerstrup, I., Refshauge, A.D., (2016). Characteristics of forest sites used by a Danish forest preschool. Urban Forestry & Urban Greening, 20(1), 387-396.

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 Practice

A 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, 18

Illnesses and injuries at nature preschools

Nature preschools are safe for young children

Frenkel, H., Tandon, P., Frumkin, H., Vander Stoep, A., (2018). Illnesses and injuries at nature preschools. Environment and Behavior

Participatory 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, 71-86.

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, 69-72.