Mitigating the effects of climate change in children’s outdoor play environments

Adding vegetation, natural elements and biodiversity in play settings can increase play value, promote children’s health, and address climate change concerns

Bäckström, M. K., Lundgreen, E., Slaug, B., (2024). Mitigating the effects of climate change in children’s outdoor play environments. Scandinavian Journal of Occupational Therapy, 31(1), 1-13 .

Biophilia and adolescents’ sense of place in Australian vertical schools

Biophilia in schools may influence students’ place relationships and related identity formation

Baber, T., Cleveland, B., (2024). Biophilia and adolescents’ sense of place in Australian vertical schools. Architecture, 4, 668–691.

Outcomes of biophilic design for schools

Biophilic design interventions can enhance learning and improve teacher retention, student attendance and behavior

Browning, W., Determan, J., (2024). Outcomes of biophilic design for schools. Architecture, 4, 479–492.

The ‘nature’ of vertical school design—an evolving concept

Vertical design may offer an approach for integrating nature into urban schools

Duffy, A. J., (2024). The ‘nature’ of vertical school design—an evolving concept. Architecture, 4, 730–744.

Designing thriving school ecosystems: The synergy of biophilic design, wellbeing science, and systems science

Integrating biophilic design and other well-being principles in schools contributes to student and planetary health

Gray, F., Downie, A., (2024). Designing thriving school ecosystems: The synergy of biophilic design, wellbeing science, and systems science. Architecture, 4, 594–612.

A toolkit of biophilic interventions for existing schools to enhance student and faculty health and performance

Study identifies impactful and affordable biophilic design strategies for existing K-12 schools

Leif, K., Loftness, V., (2024). A toolkit of biophilic interventions for existing schools to enhance student and faculty health and performance. Architecture, 4, 445–456.

Ascending to well-being through mediated spaces: An alternative to informal learning and physical activity environments in vertical schools

Biophilic design can be applied to vertical schools in hot-humid climates to create learning environments that foster student development

Salari, E. E., Westbrook, N., (2024). Ascending to well-being through mediated spaces: An alternative to informal learning and physical activity environments in vertical schools. Architecture, 4, 613–638.

The biophilic school: A critical synthesis of evidence-based systematic literature reviews

Biophilic design can make schools healthier places for teaching and learning

Fisher, K., (2024). The biophilic school: A critical synthesis of evidence-based systematic literature reviews. Architecture, 4, 457-478.

Impact of youth education on green stormwater infrastructure recommendations to increase equity and resilience in marginalized communities

Youth involvement in infrastructure planning in response to climate change can benefit both the youth and the community

Reckner, M., Tien, I., Smith, S., Omunga, P., Alemdar, M., Hyde, A., (2024). Impact of youth education on green stormwater infrastructure recommendations to increase equity and resilience in marginalized communities. Journal of Water Resources Planning and Management, 150(9)

Fostering youth-enabling environments: A participatory affordance-capability framework for the development and use of youth-engaged environmental assessments

Environmental assessments based on an Affordance-Capability Approach to youth involvement can lead to the development of youth-enabling community environments

Jaffe, J., Loebach, J., (2024). Fostering youth-enabling environments: A participatory affordance-capability framework for the development and use of youth-engaged environmental assessments. Youth & Society, 56(1), 164–192.

Exploring children’s participation in the framework of early childhood environmental education

Environmental education can engage young children as equal partners through participatory approaches

Tsevreni, I., Tigka, A., Christidou, V., (2023). Exploring children’s participation in the framework of early childhood environmental education. Children's Geographies, 21(3), 394–409.

Youth visions in a changing climate: Emerging lessons from using immersive and arts-based methods for strengthening community-engaged research with urban youth

Participatory research approaches can engage urban youth in working towards ecological resilience

Sitas, N., Selomane, O., Atkins, F., Hlongwane, E., Fanana, S., Wigley, T., Boulle, T., (2022). Youth visions in a changing climate: Emerging lessons from using immersive and arts-based methods for strengthening community-engaged research with urban youth. Gateways: International Journal of Community Research and Engagement, 15(2)

Participatory action research for primate conservation: A critical analysis of a nonformal education program in Southern Mexico

Conservation education may benefit from incorporating participatory action research principles

Franquesa‐Soler, M., Sales, L. J., Rivera, E. S., (2022). Participatory action research for primate conservation: A critical analysis of a nonformal education program in Southern Mexico. American Journal of Primatology, 85(5)

Connecting children to nature through the integration of Indigenous Ecological Knowledge into early childhood environmental education

Integrating Indigenous Ecological Knowledge into early childhood environmental education can deepen young children’s connectedness to nature

Acharibasam, J. B., McVittie, J., (2023). Connecting children to nature through the integration of Indigenous Ecological Knowledge into early childhood environmental education. Australian Journal of Environmental Education, 39, 349–361.

Greenspace & us: Exploring co-design approaches to increase engagement with nature by girls and young women

Strategies identified by girls can support their equitable utilization of greenspace

Cole, S., Goodenough, J., Haniff, M., Hussain, N., Ibrahim, S., Jani, A., Jiggens, E., Khan, A., Langford, P., Montgomery, L., Moore, L., Rowe, R., Skinner, S., (2024). Greenspace & us: Exploring co-design approaches to increase engagement with nature by girls and young women. International Journal of Community Research and Engagement, 17(1), 1-17.

Vegetation complexity and greenspace diversity in urban schools

Assessments of schoolgrounds revealed many opportunities to improve school greenspaces as multifunctional spaces

Cunninghame, A. R., Stanley, M. C., (2024). Vegetation complexity and greenspace diversity in urban schools. Urban Forestry &Urban Greening

The effects of forest bathing on self-criticism, self-compassion, and self-protection: A systematic review

Forest bathing may improve health by reducing negative rumination and increasing self-compassion

Szitás, D., Halamová, J., Ottingerová, L., Schroevers, M., (2024). The effects of forest bathing on self-criticism, self-compassion, and self-protection: A systematic review. Journal of Environmental Psychology, 97

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.

Interdisciplinary nature journaling improves mood and helps build connection in middle school students

Nature journaling supports students’ well-being and environmental awareness

Arbor, R. N., Matteson, K., (2024). Interdisciplinary nature journaling improves mood and helps build connection in middle school students. Environmental Education Research, 37(4), 748-758.

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

Forest bathing increases adolescents’ mental well-being: A mixed-methods study

Adolescents’ mental well-being can significantly improve through forest bathing during the school day

Keller, J., Kayira, J., Chawla, L., Rhoades, J. L., (2024). Forest bathing increases adolescents’ mental well-being: A mixed-methods study. International Journal of Environmental Research and Public Health, 21(8)

Connection with nature and adolescents’ life satisfaction: The role of cognitive reappraisal and affect

Connection with nature may support adolescents’ emotional regulation and improve their sense of life satisfaction

Dong, X., Geng, L., (2024). Connection with nature and adolescents’ life satisfaction: The role of cognitive reappraisal and affect. Ecopsychology

Growing sustainable therapeutic third spaces – a therapeutic sensory garden’s impact on university student self-reported quality of life and affect

A small study finds promise in placing therapeutic sensory gardens on college campuses

Delbert, T., Stepansky, K., Bucey, J. C., Goodman-Schiller, D., (2024). Growing sustainable therapeutic third spaces – a therapeutic sensory garden’s impact on university student self-reported quality of life and affect. International Journal of Sustainability in Higher 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

Young people’s participation in urban landscape planning and transformation: a scoping review of interactive approaches

Participatory urban planning should encourage young people’s action that is grounded in their "experiential lifeworlds”

Hagemann, F. A., Sang, A. O., Randrup, T. B., (2024). Young people’s participation in urban landscape planning and transformation: a scoping review of interactive approaches. Socio-Ecological Practice Research

Evaluating the effect of green, blue, and gray measures for climate change adaptation on children’s well-being in schoolyards in Barcelona

Combining green, blue, and grey solutions to address climate change impacts on school play areas yields positive student health and well-being outcomes

Sanz-Mas, M., Continente, X., Brugueras, S., Marí-Dell’Olmo, M., Oliveras, L., Lopez, M. J., (2025). Evaluating the effect of green, blue, and gray measures for climate change adaptation on children’s well-being in schoolyards in Barcelona. Landscape and Urban Planning, 253

Biophilic campus: An emerging planning approach for a sustainable innovation-conducive university

A theoretical framework for university campus design intertwines biophilia, sustainability and innovative learning opportunities

Abdelaal, M. S., (2019). Biophilic campus: An emerging planning approach for a sustainable innovation-conducive university. Journal of Cleaner Production, 215, 1445-1456.

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

Children’s moral judgments and reasoning regarding environmentally harmful behaviors: Variation by victim type and moderation effect of connectedness to nature

Connectedness to nature affects children’s understanding and interpretation of environmentally harmful behaviors

Hye-Jung, C., Naya, C., (2024). Children’s moral judgments and reasoning regarding environmentally harmful behaviors: Variation by victim type and moderation effect of connectedness to nature. Journal of Environmental Psychology

Turning science lessons inside out: Professional development for elementary school teachers’ outdoor instruction

Elementary teachers need continued administrative support to take science out to the schoolyard

Fiocca, S., Carrier, S. J., McGowan, J., (2024). Turning science lessons inside out: Professional development for elementary school teachers’ outdoor instruction. Journal of Outdoor Recreation, Education and Leadership, 16(4), 15-31 .

Harnessing the power of nature exposure to mitigate adolescents' Internet addiction: A chain mediation model

Exposure to nature may protect adolescents from developing Internet addiction

Wang, B., Zhao, B., Han, C., Tang, Y., Jin, C., (2024). Harnessing the power of nature exposure to mitigate adolescents' Internet addiction: A chain mediation model. British Journal of Developmental Psychology, 42(4), 566-582.

The association between green space around schools, screen time for entertainment, and adolescent depressive symptoms: A nationwide study from China

School greenspace may buffer against the detrimental effects of screen time for disadvantaged students

Liu, Y., Li, S., Deng, T., Li, L., Wei, R., Zhang, Y., Ou, J., Tao, F., Wan, Y., (2024). The association between green space around schools, screen time for entertainment, and adolescent depressive symptoms: A nationwide study from China. Environmental Research, 263

Research on the design of child-friendly landscape space in Chengdu Crown Community based on SDG

Transforming existing space of old communities into child-friendly spaces requires attention to the activity needs of the children in that community

Xiaoyi, Y., Boonyanmethaporn, W., (2025). Research on the design of child-friendly landscape space in Chengdu Crown Community based on SDG. The Journal of Lifestyle & SDG'S Review, 5(1)

Overcoming human exceptionalism: The role of ethical nature-culture relations in the developmental contexts of indigenous children

A framework emphasizing interconnected relationality is designed to dismantle human exceptionalism and promote the development of Indigenous children

Elliott, E., Fish, J., (2024). Overcoming human exceptionalism: The role of ethical nature-culture relations in the developmental contexts of indigenous children. Child Development

“It’s the only world we’ve got.” Children’s responses to Chris Jordan’s Images about SDG 14: Life below water

Environmental artworks can enhance children’s learning about sustainability

O'Gorman, L., (2024). “It’s the only world we’ve got.” Children’s responses to Chris Jordan’s Images about SDG 14: Life below water. Australian Journal of Environmental Education, 40, 693-705.

Psychosocial interventions situated within the natural environment with young people who have experienced trauma: A scoping review

Young people who had experienced trauma showed positive mental health changes from psychosocial interventions situated in the natural environment

Boddy, J., Slattery, M., Liang, J., Gallagher, H., Smith, A., Agllias, K., (2021). Psychosocial interventions situated within the natural environment with young people who have experienced trauma: A scoping review. British Journal of Social Work, 51, 1018–1040.

The lived experience of refugee children in informal camp settlements: A photovoice project in the Bekaa Valley of Lebanon

Refugee children and youth demonstrate resilience and find solace in nature

Karr, V. L., Sajadi, S., Aronson-Ensign, K., (2021). The lived experience of refugee children in informal camp settlements: A photovoice project in the Bekaa Valley of Lebanon. Journal of Refugee Studies, 34(3), 3339-3361.

Effects of school‐led greenspace interventions on mental, physical and social wellbeing in children and adolescents: A systematic review

Engaging with nature in educational settings can improve students’ well-being for optimal learning experiences

Ly, V., Vella‐Brodrick,, D. A., (2024). Effects of school‐led greenspace interventions on mental, physical and social wellbeing in children and adolescents: A systematic review. Educational Psychology Review, 36(133)

Displaced children’s experience of places and play: a scoping review

Physical spaces that enable play and contact with nature help refugee children cope with the trauma of displacement

Weir, H., Khan, M., Marmot, A., (2023). Displaced children’s experience of places and play: a scoping review. Children's Geographies, 21(3), 502-517.

Spatial agency as a source of resistance and resilience among Palestinian children living in Dheisheh refugee camp, Palestine

Children’s spatial agency is important for restoring hope and enabling healthy psychological functioning in environments harmed by war and violence

Veronese, G., Sousa, C., Cavazzoni, F., Shoman, H., (2020). Spatial agency as a source of resistance and resilience among Palestinian children living in Dheisheh refugee camp, Palestine. Health & Place, 62

Beyond the fence: constructed and found spaces for children's outdoor play in natural and human-induced disaster contexts – lessons from north-east Japan, and Za'atari refugee camp in Jordan

Provisions for children’s play should be recognized as a pillar of humanitarian aid in post-disaster situations

Woolley, H., (2021). Beyond the fence: constructed and found spaces for children's outdoor play in natural and human-induced disaster contexts – lessons from north-east Japan, and Za'atari refugee camp in Jordan. International Journal of Disaster Risk Reduction, 56

Community garden developed by refugees from Syria—A sanctuary and a space for learning and empowerment

Community garden activities strengthened refugee families’ well-being and self-determination

Storm, H., Nielsen, N. O., Andersen, J., Præstegaard, J., Kjærsgaard, H., Petersen, B., Sønderskov, A. J., Rafn, J., Lindahl, M., (2023). Community garden developed by refugees from Syria—A sanctuary and a space for learning and empowerment. Wellbeing, Space and Society, 5

Refugee children’s access to play in meso-environments: A novel approach using space syntax and GIS

Study employs new approach for assessing playspace accessibility from refugee children’s perspectives

Chen, S., Knöll, M., (2023). Refugee children’s access to play in meso-environments: A novel approach using space syntax and GIS. Buildings, 13(111)

Nature and belonging in the lives of young refugees: A relational wellbeing perspective

Nature encounters can promote a sense of belonging and enhance the overall well-being of refugees

Haswell, N., (2023). Nature and belonging in the lives of young refugees: A relational wellbeing perspective. Social Sciences, 12(11)

Participation and wellbeing in urban greenspace: ‘curating sociability’ for refugees and asylum seekers

Social networks and organized activities may help asylum seekers and refugees feel welcome and safe in urban parks and greenspace

Rishbeth, C., Blachnicka-Ciacek, D., Darling, J., (2019). Participation and wellbeing in urban greenspace: ‘curating sociability’ for refugees and asylum seekers. Geoforum, 106, 125-134.

Painting trees in the wind: socio-material ambiguity and sustainability politics in early childhood education with refugee children in Denmark

An art activity with immigrant children, promoting simultaneous immersion in and detachment from nature, questions dominant early childhood pedagogy in Denmark

Jørgensen, N. J., Martiny-Bruun, A., (2020). Painting trees in the wind: socio-material ambiguity and sustainability politics in early childhood education with refugee children in Denmark. Environmental Education Research, 26(9-10), 1406-1419.

Living closer to the beach is associated with better socioemotional development in young boys.

Australian boys living closer to the beach show better social and emotional development

George, P., Murray, K., Boruff, B., Christian, H., (2024). Living closer to the beach is associated with better socioemotional development in young boys.. Journal of Environmental Psychology

Left to their own devices? A mixed methods study exploring the impacts of smartphone use on children’s outdoor experiences

Children report that smartphones help them have positive outdoor experiences

Nielsen, J. V., Arvidsen, J., (2021). Left to their own devices? A mixed methods study exploring the impacts of smartphone use on children’s outdoor experiences. International Journal of Environmental Research and Public Health, 18

Outdoor play as a mitigating factor in the association between screen time for young children and neurodevelopmental outcomes

Suboptimal neurodevelopment outcomes linked to higher screen time among young children may be mitigated by outdoor play

Sugiyama, M., Tsuchiya, K. J., Okubo, Y., Rahman, M. S., Uchiyama, S., Harada, T., Iwabuchi, T., Okumura, A., Nakayasu, C., Amma, Y., Suzuki, H., Takahashi, N., Kinsella-Kammerer, B., Nomura, Y., Itoh, H., (2023). Outdoor play as a mitigating factor in the association between screen time for young children and neurodevelopmental outcomes. JAMA Pediatrics, 177(3), 303-310.

Associations between nature exposure, screen use, and parent-child relations: a scoping review

Family engagement in nature-based activities may reduce children’s screen time while counteracting the adverse outcomes associated with excessive screen use

Torjinski, M., Cliff, D., Horwood, S., (2024). Associations between nature exposure, screen use, and parent-child relations: a scoping review. Systematic Reviews, 13(305)