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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),Down by the Bay
The resources of a nature center help second-graders learn more in-depth information about their local environment
Allison, E., Tunks, K., Hardman, K., (2017). Down by the Bay. Science and Children, 54(7),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, 14From nature deficit to outdoor exploration: Curriculum for sustainability in Vermont's public schools
Vermont elementary school educators find ways to effectively integrate environmental education into their practice
Silverman, J., Corneau, N., (2017). From nature deficit to outdoor exploration: Curriculum for sustainability in Vermont's public schools. Journal of Adventure Education and Outdoor Learning, 17(3),Sowing 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, 14Stories for living on a damaged planet: Environmental education in a preschool classroom
Children’s encounters with dead and dying bees foster more complex and deeper relationships with more-than-human others
Nxumalo, F., (2017). Stories for living on a damaged planet: Environmental education in a preschool classroom. Journal of Early Childhood Research, 16(2),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),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),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),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,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),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,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),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 EducationThinking 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 ChildhoodMindful 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 EducationA Bayesian mixed-methods analysis of basic psychological needs satisfaction through outdoor learning and its influence on motivational behavior in science class
Outdoor learning experiences can address students’ basic psychological needs and promote self-regulated learning
Dettweiler, U., Lauterbach, G., Becker, C., Simon, P., (2017). A Bayesian mixed-methods analysis of basic psychological needs satisfaction through outdoor learning and its influence on motivational behavior in science class. Frontiers in Psychology, 8'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),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),Bridging natural and digital domains: Attitudes, confidence, and interest in using technology to learn outdoors
The use of digital observational tools may enhance students’ attitudes, confidence and interest in using technology to learn outdoors
Hougham, R.J., Nutter, M., Graham, C., (2018). Bridging natural and digital domains: Attitudes, confidence, and interest in using technology to learn outdoors. Journal of Experiential EducationGrowing 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 GeographiesSchool 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)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)Youth-focused citizen science: Examining the role of environmental science learning and agency for conservation
Youth-focused citizen science can build capacity for future conservation actions
Ballard, H.L., Dixon, C.G.H., Harris, E.M., (2017). Youth-focused citizen science: Examining the role of environmental science learning and agency for conservation. Biological Conservation, 208,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),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 GreeningNurture 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),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 & CommunicationAnalyzing 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),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,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),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 MedicineScience 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)Birds in the playground: Evaluating the effectiveness of an urban environmental education project in enhancing school children's awareness, knowledge and attitudes towards local wildlife
Urban children experience gains in knowledge and attitudes towards local wildlife while participating in a bird feeding and monitoring project
White, R.L., Eberstein, K., Scott, D.M., (2018). Birds in the playground: Evaluating the effectiveness of an urban environmental education project in enhancing school children's awareness, knowledge and attitudes towards local wildlife. PLoS ONE, 13(3)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, 18MADE POSSIBLE WITH SUPPORT FROM:
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