Effects of an art-based environmental education camp program on the environmental attitudes and awareness of diverse youth

At worst, arts-based environmental education is just as good as conventional environmental education

Staples, A. F., Larson, L. R., Worsley, T., Green, G. T., Carroll, J. P., (2019). Effects of an art-based environmental education camp program on the environmental attitudes and awareness of diverse youth. The Journal of Environmental Education, 50(3), 208-222 .

Branching out: mobilizing community assets to support the mental health and wellbeing of children in primary schools

Arts-in-nature program volunteers can expand the capacity of schools to support children’s mental health

Dadswell, A., Bungay, H., Acton, F., Walshe, N., (2024). Branching out: mobilizing community assets to support the mental health and wellbeing of children in primary schools. Frontiers in Public Health, 12

Seeing the forest through the trees: at the intersection of Forest Kindergartens and art-based environmental education

Art-based environmental education can provide empowering opportunities for children to make their own ecological discoveries

Hunter-Doniger, T., (2021). Seeing the forest through the trees: at the intersection of Forest Kindergartens and art-based environmental education. Journal of Adventure Education and Outdoor Learning, 21(3), 217-229.

Enhancing preschoolers’ creativity through art-based environmental education for sustainability

Art-based environmental education engages young children’s creative thinking around sustainability issues

Kalafati, M., Flogaiti, E., Daskolia, M., (2025). Enhancing preschoolers’ creativity through art-based environmental education for sustainability. Environmental Education Research, 31(1), 46-73.

Children’s artistic expressions inspired by nature during early childhood garden pedagogy

An arts-based garden pedagogy supports children’s creativity and environmental education

Ruokonen, I., Lepisto, J., (2024). Children’s artistic expressions inspired by nature during early childhood garden pedagogy. International Journal of Education Through Art, 20(2), 167-182.

Preschool outdoor education environment quality predicts children’s environmental attitude, awareness and affinity towards nature (biophilia)

High quality outdoor early childhood education settings may support children’s development of pro-environmental attitudes, awareness and affinity towards nature

Küpeli, K., Bayındır, D., (2025). Preschool outdoor education environment quality predicts children’s environmental attitude, awareness and affinity towards nature (biophilia). Early Years

Gut microbiota composition during infancy and subsequent behavioural outcomes

Infant gut microbiota is linked to behavioral outcomes in early childhood

Loughman, A., Ponsonby, A., O'Hely, M., Symeonides, C., Collier, F., Tang, M. L. K., Carlin, J., Ranganathan, S., Allen, K., Pezic, A., Saffery, R., Jacka, F., Harrison, L. C., Sly, P. D., Vuillermin, P. J., (2020). Gut microbiota composition during infancy and subsequent behavioural outcomes. EBioMedicine, 52

Microbiota composition is moderately associated with greenspace composition in a UK cohort of twins

Living near greenspace may support healthy gut microbiota

Bowyer, R. C. E., Twohig-Bennett, C., Coombes, E., Wells, P. M., Spector, T. D., Jones, A. P., Steves, C. J., (2022). Microbiota composition is moderately associated with greenspace composition in a UK cohort of twins. Science of the Total Environment, 813

Screen time and mental health in college students: Time in nature as a protective factor

Green time moderates negative mental health effects of screen time for college students

Deyo, A., Wallace, J., Kidwell, K. M., (2024). Screen time and mental health in college students: Time in nature as a protective factor. Journal of American College Health, 72(8), 3025-3032.

Neighborhood environments underpin screen time intervention success in children: Evidence from a study of greenspace and community programming across 130 US communities

Equitable access to greenspace is an important consideration for interventions aiming to reduce children’s screen time

Lang, I., Fischer, A. L., Antonakos, C. L., Miller, S. S., Hasson, R. E., Pate, R. R., Collie-Akers, V. L., Colabianchi, N., (2024). Neighborhood environments underpin screen time intervention success in children: Evidence from a study of greenspace and community programming across 130 US communities. Health and Place, 89

Screen Time, Nature, and Development: Baseline of the Randomized Controlled Study “Screen-free till 3”

Early data point to developmental downside of parental screen time and upside of time in nature

Schwarz, S., Krafft, H., Maurer, T., Lange, T., Schemmer, J., Fischbach, T., Emgenbroich, A., Monks, S., Hubmann, M., Martin, D., (2025). Screen Time, Nature, and Development: Baseline of the Randomized Controlled Study “Screen-free till 3”. Developmental Science, 28(1)

Eco-Capabilities as a Pathway to Wellbeing and Sustainability

Arts in nature can strengthen economically disadvantaged students’ well-being and environmentally sustainable behaviors

Walshe, N., Moula, Z., Lee, E., (2022). Eco-Capabilities as a Pathway to Wellbeing and Sustainability. Sustainability, 14(3582)

Co-designing an ideal nature-related digital tool with children: An exploratory study from the Netherlands

Children’s perspectives on the functions of nature-related digital tools may offer potential for enhancing interaction with nature

Yin, S., Kasraian, D., Wang, G., Evers, S., van Wesemael, P., (2024). Co-designing an ideal nature-related digital tool with children: An exploratory study from the Netherlands. Environment and Behavior, 56(9-10), 739–775.

The value of outdoor environmental education programs for girls and youth of color: cultivating positive dispositions toward science and the environment

Girls and youth of color experienced the largest gains in their dispositions toward science and the environment through participation in outdoor environmental education

Collins, M. A., Romero, V. F., Young, A., Dorph, R., Foreman, J., Strang, C., Pande, A., Laina, V., (2025). The value of outdoor environmental education programs for girls and youth of color: cultivating positive dispositions toward science and the environment. Environmental Education Research

The Schoolyard I’d Like: an ideas competition for Australian school children ages 12 to 17

Secondary students desire restorative and visually attractive schoolyards that offer opportunities to experience agency and social connection

Leigh, G., Muminovic, M., Davey, R., (2025). The Schoolyard I’d Like: an ideas competition for Australian school children ages 12 to 17. Children's Geographies

Exploring nature-based art therapy: a scoping review

Nature-based art therapy supports improved mental health and well-being for youth coping with trauma and other concerns

Gulbe, E., Ozola, A., Vitola, B., Akmane, E., Pacek, J., Mārtinsone, K., (2025). Exploring nature-based art therapy: a scoping review. Frontiers

Exploring early childhood educators’ perceptions of children’s learning and development on naturalized playgrounds

Educators say naturalized playgrounds may enhance children’s play, learning and holistic development

Squires, K., van Rhijn, T., Harwood, D., Haines, J., Barton, K., (2025). Exploring early childhood educators’ perceptions of children’s learning and development on naturalized playgrounds. Early Childhood Education Journal, 53

Preschool educators’ opinions and practices on school gardening

Teachers say successful preschool gardens require additional space, time, financial support, and collaboration

Deniz, U. H., Kalburan, N. C., (2024). Preschool educators’ opinions and practices on school gardening. Urban Education, 59(9 )

“We never even touched plants this way”: school gardens as an embodied context for motivating environmental actions

Sensory and embodied interactions with plants may help children learn, act, care, and live in ways that encourage ecological flourishing

Dutta, D., Chandrasekharan, S., (2025). “We never even touched plants this way”: school gardens as an embodied context for motivating environmental actions. Environmental Education Research, 31(2), 284-303.

Therapeutic gardening groups with children and young people who have experienced maltreatment

A therapeutic garden group helps abused youth develop pro-social skills and care for the land

McVeigh, M. J., Kassiotis, E., McVeigh, C. G., (2024). Therapeutic gardening groups with children and young people who have experienced maltreatment. Australian Social Work

School Gardening and Health and Well-Being of School-Aged Children: A Realist Synthesis

Review identifies the contexts and mechanisms of successful school gardening programs that improve health and well-being outcomes for school-aged children

Holloway, T. P., Dalton, L., Hughes, R., Jayasinghe, S., Patterson, K. A. E., Murray, S., Soward, R., Byrne, N., Hills, A. P., Ahuja, K. D. K., (2023). School Gardening and Health and Well-Being of School-Aged Children: A Realist Synthesis. Nutrients, 15(1190)

Effect of therapeutic gardening program in urban gardens on the mental health of children and their caregivers with atopic dermatitis

Therapeutic gardening offers mental health benefits to children and caregivers facing health challenges

Baik, H., Choi, S., An, M., Jin, H., Kang, I., Yoon, W., Yoo, Y., (2024). Effect of therapeutic gardening program in urban gardens on the mental health of children and their caregivers with atopic dermatitis. Healthcare, 12(919)

Evaluation of a nature prescription program on parental perceptions for children’s outdoor activities

A nature prescription program did not influence parental perceptions of their child’s time in nature, but did encourage increased hiking trail visitation

Urroz, J., Christiana, R. W., (2024). Evaluation of a nature prescription program on parental perceptions for children’s outdoor activities. Ecopsychology, 16(4)

School garden and instructional interventions foster children's interest in nature

Natural observations in school gardens paired with student-initiated activities are effective in enhancing connection to nature

Kong, C., Chen, J., (2023). School garden and instructional interventions foster children's interest in nature. People and Nature, 6, 712–732.

The grass is greener on this side of the fence: Garden education impacts on low-income elementary school students' environmental literacy in San José, California

Garden-based education can increase environmental literacy for elementary school children

Dahl, A., Cushing, K., (2022). The grass is greener on this side of the fence: Garden education impacts on low-income elementary school students' environmental literacy in San José, California. Children, Youth and Environments, 32(2), 59-80.

Effects of a school-based garden program on academic performance: A cluster randomized controlled trial

Participation in a garden-based learning intervention improved fourth graders’ standardized reading test scores

Davis, J. N., Nikah, K., Landry, M, J,, Vandyousefi, S., Ghaddar, R., Jeans, M., Cooper, M. H., Martin, B., Waugh, L., Sharma, S. V., van den Berg, A. E., (2023). Effects of a school-based garden program on academic performance: A cluster randomized controlled trial. Journal of the Academy of Nutrition and Dietetics, 123(4), 637-642.

How learning gardens foster well-being and development through the promotion of purposeful play in early childhood and beyond

Encouraging play in school gardens may support a state of well-being that is optimal for learning

Pope, E., Marston, S. A., Thompson, M., Larson, S., (2023). How learning gardens foster well-being and development through the promotion of purposeful play in early childhood and beyond. Theory into Practice, 62(2), 193-204.

From seeds to harvest in seven weeks: Project-based learning with Latina girls and their parents

Family-centered, culturally responsive garden-based learning supports Latina girls’ engagement and science identity development

Rillero, P., Jiménez-Silva, M., Short-Meyerson, K., Rillero, K. M., (2025). From seeds to harvest in seven weeks: Project-based learning with Latina girls and their parents. Education Sciences, 15(246)

School gardens and student engagement: A systematic review exploring benefits, barriers and strategies

School gardens are hard to maintain but yield academic, social-emotional, and environmental benefits

Walshe, R., Evans, N., Law, L., (2024). School gardens and student engagement: A systematic review exploring benefits, barriers and strategies. Issues in Educational Research, 34(2)

Fostering diversity and participation with school gardens: Examining possibilities and challenges under different national educational policies

Physical and sensory dimensions of school gardens may reduce barriers to participation and engagement

Carvalho, A. E., Blanc, S., Aguiar, M., Torres, A. C., (2024). Fostering diversity and participation with school gardens: Examining possibilities and challenges under different national educational policies. Educational Process, 13(2), 122-138.

Effects of outdoor adventures on emerging adults’ well-being and connection with nature

Outdoor adventure experiences can improve young adults’ well-being and life satisfaction

Puhakka, R., (2024). Effects of outdoor adventures on emerging adults’ well-being and connection with nature. Journal of Adventure Education and Outdoor Learning, 24(4), 719-734.

Adventure education as a pathway to wellbeing: rethinking adventure through the lens of PERMA

Positive Psychology helps explain how outdoor adventure education promotes well-being

Ingman, B. C., (2024). Adventure education as a pathway to wellbeing: rethinking adventure through the lens of PERMA. Journal of Adventure Education and Outdoor Learning, 25(1), 152-165.

Conceptualising the power of outdoor adventure activities for subjective well-being: A systematic literature review

Literature review highlights themes to conceptualize the interplay between outdoor adventures and subjective well-being

Pomfret, G., Sand, M., May, C., (2023). Conceptualising the power of outdoor adventure activities for subjective well-being: A systematic literature review. Journal of Outdoor Recreation and Tourism, 42

A retrospective study of the importance of a mandatory outdoor experience program at university

A university’s wilderness canoe excursion provided long-lasting benefits according to alumni

Meilleur, A., Ritchie, S. D., Oddson, B., McGarry, J., Pickard, P., Brunette, M. K., (2020). A retrospective study of the importance of a mandatory outdoor experience program at university. Journal of Outdoor and Environmental Education, 23, 1-20.

How challenges and peers contribute to social-emotional learning in outdoor adventure education programs

Experiencing challenge, while being supported by peers, may facilitate social-emotional learning in outdoor adventure education programs

Orson, C. N., McGovern, G., Larson, R. W., (2020). How challenges and peers contribute to social-emotional learning in outdoor adventure education programs. Journal of Adolescence, 81, 7-18.

Effectiveness of adventure education on health outcomes related to physical, psychological, and social development in children: A systematic review

Review finds that adventure education enhances the physical, psychological and social development of healthy and non-healthy children and adolescents

Peng, Z., Lau, P. W. C., (2023). Effectiveness of adventure education on health outcomes related to physical, psychological, and social development in children: A systematic review. Journal of Teaching in Physical Education, 42, 511-524.

Exploring the psychology of extended-period expeditionary adventurers: Going knowingly into the unknown

Outdoor expedition adventures facilitate many psychological benefits which make the risks, uncertainties, and pain worth experiencing

Reid, P., Kampman, H., (2020). Exploring the psychology of extended-period expeditionary adventurers: Going knowingly into the unknown. Psychology of Sport & Exercise, 46

Psychological transformation of the ‘self’ towards eco-sensitivity through high-risk nature-based sports: a South African context

High-risk nature-based sports can be gateways to pro-environmental attitudes and behaviors

Human, N., Steyn, B. J. M., (2024). Psychological transformation of the ‘self’ towards eco-sensitivity through high-risk nature-based sports: a South African context. Journal of Adventure Education and Outdoor Learning, 24(4), 566-579.

Shaping tourists’ wellbeing through guided slow adventures

Guides must mediate slow adventures to enhance clients’ psychological well-being and connection to nature

Farkić, J., Filep, S., Taylor, S., (2020). Shaping tourists’ wellbeing through guided slow adventures. Journal of Sustainable Tourism, 28(12), 2064-2080.

How does adventure sport tourism enhance well-being? A conceptual model

A conceptual model reveals how adventure sport activities can enhance well-being by boosting pleasure and sense of meaning

Mackenzie, S. H., Hodge, K., Filep, S., (2023). How does adventure sport tourism enhance well-being? A conceptual model. Tourism Recreation Research, 48(1), 3-16 .

From green to greener: Exploring associations between green schoolyard design and primary school children’s recess behaviors

Higher quality green schoolyards support more diverse forms of play, play with natural materials and positive student interactions

van den Bogerd, N., Struiksma, M., Hovinga, D., Maas, J., (2025). From green to greener: Exploring associations between green schoolyard design and primary school children’s recess behaviors. Urban Forestry & Urban Greening, 107

The impact of contact with nature on positive youth development: a multiple mediation model

Time in nature is linked to positive youth development for middle school students

Li, Y., Mo, L., Tan, C., Fu, J., Wang, N., (2025). The impact of contact with nature on positive youth development: a multiple mediation model. Frontiers in Psychology, 16, 01-11.

“We are all interconnected.”: Relationships and hierarchies among preschool teachers’ conceptions of early childhood education for sustainability

Pre-school teachers connect sustainability in education to the care and protection of our world

Navarrete, A. M. L., (2025). “We are all interconnected.”: Relationships and hierarchies among preschool teachers’ conceptions of early childhood education for sustainability. Journal of Early Childhood Research

Wilding pedagogies: Impact of an in-service teacher training in Greece with nature as co-teacher

Greek teachers shift toward ecocentric environmental education through wild pedagogical teacher training

Theodosaki, Z., Georgopoulos, A., Gavrilakis, C., (2025). Wilding pedagogies: Impact of an in-service teacher training in Greece with nature as co-teacher. Australian Journal of Environmental Education

Biophilia in Italian preschool children: preliminary findings

Study explores linkages between preschoolers’ biophilia, pro-environmental behaviors and connections to nature

Pirchio, S., Costa, S., Ferri, R., (2025). Biophilia in Italian preschool children: preliminary findings. Frontiers, 16

The effect of the natural environment and greenness on behavior, function, and well-being among individuals with autism spectrum disorder: A scoping review

Scoping review identifies current evidence and research gaps on nature’s benefits for individuals with autism

Wells, N. M., Tralins, J., Li, D., Mateer, T. J., Eldermire, E., le Roux Ohm, H., Lantz, J., Kibbee, M. R., (2025). The effect of the natural environment and greenness on behavior, function, and well-being among individuals with autism spectrum disorder: A scoping review. Journal of Environmental Psychology

Reconnecting with nature to disconnect from screens: The relationship between nature exposure and problematic short-form video use among adolescents and its underlying mechanisms

Nature exposure may support short- and long-term reductions in excessive screen-focused behaviors for adolescents

Dai, W., Wang, H., Yang, Z., Gao, Y., Wei, X., (2025). Reconnecting with nature to disconnect from screens: The relationship between nature exposure and problematic short-form video use among adolescents and its underlying mechanisms. Computers in Human Behavior, 168

How can nature connectedness and behaviours for learning be deliberately developed in children, adolescents and young adults? A systematic literature review

Nature-based interventions designed to boost nature connectedness also support beneficial behaviors for learning, according to review

Harris, N. M., Hartwell, B., Thomas, L., Grace, M., (2025). How can nature connectedness and behaviours for learning be deliberately developed in children, adolescents and young adults? A systematic literature review. Child and Adolescent Mental Health

The benefits of school recess: A Systematic Review

School recess supports an array of academic, cognitive, behavior and emotional, physical health, and social well-being benefits

Hodges, V. C., Centeio, E. E., Morgan, C. F., (2022). The benefits of school recess: A Systematic Review. Journal of School Health, 92(10), 959-967.

Recess quality and social and behavioral health in elementary school students

Recess quality impacts social, emotional, and behavioral outcomes

Massey, W. V., Thalken, J., Szarabajko, A., Neilson, L., Geldhof, J., (2021). Recess quality and social and behavioral health in elementary school students. Journal of School Health, 91(9), 730-740.