Outcomes of art-based environmental education in the Hudson River Watershed

An arts-based environmental education program increases students’ environmental knowledge and provides an avenue for advocacy

Schneller, A. J., Harrison, L. M., Adelman, J., Post, S., (2021). Outcomes of art-based environmental education in the Hudson River Watershed. Applied Environmental Education and Communication, 20(1), 19-33.

Evaluating a green schoolyard transformation: A protocol utilizing the RE-AIM framework

Use of a field-tested evaluation protocol can augment the evidence base for the green schoolyard movement as a health-promotion strategy

Gerstein, D. E., Bates, C. R., Bohnert, A. M., (2021). Evaluating a green schoolyard transformation: A protocol utilizing the RE-AIM framework. Children, Youth and Environments, 31(1), 187-198.

Meaning-making of student experiences during outdoor exploration time

Teachers and students identify multiple benefits of regular opportunities for self-directed outdoor learning

Berg, S., Bradford, B., Barrett, J., Robinson, D. B., Camara, F., Perry, T., (2021). Meaning-making of student experiences during outdoor exploration time. Journal of Adventure Education and Outdoor Learning, 21(2), 172-183.

The outcomes of nature-based learning for primary school aged children: A systematic review of quantitative research

A systematic review of the literature highlights the potential positive impact of nature-based learning for primary school aged children

Miller, N. C., Kumar, S., Pearce, K. L., Baldock, K. L., (2021). The outcomes of nature-based learning for primary school aged children: A systematic review of quantitative research. Environmental Education Research, 27(8), 1115-1140.

Planting the seeds for nature-based learning: Impacts of a farm- and nature-based early childhood education program

Nature- and farm-based preschool programs have the potential to positively impact children and their families.

Rymanowicz, K., Hetherington, C., Larm, B., (2020). Planting the seeds for nature-based learning: Impacts of a farm- and nature-based early childhood education program. The International Journal of Early Childhood Environmental Education, 8(1), 44-63.

Children's agency and action in nature preschool: A tale of two programs

Young children, with support of early childhood educators, have the ability to be meaningfully involved in ecologically sustainable practices

Konerman, R., Elliott, S., Pugh, R., Luthy, T., Carr, V., (2021). Children's agency and action in nature preschool: A tale of two programs. Children, Youth and Environments, 31(2), 139-150.

Nature and children's health: A systematic review

Positive associations between nature contact and children’s health supports advocacy for equitable nature access

Fyfe-Johnson, A. L., Hazlehurst, M. F., Perrins, S. P., Bratman, G. N., Thomas, R., Garrett, K. A., Hafferty, K. R., Cullaz, T. M., Marcuse, E. K., Tandon, P. S., (2021). Nature and children's health: A systematic review. Pediatrics, 148(4)

Getting out of the classroom and into nature: A systematic review of nature-specific outdoor learning on school children's learning and development

Nature-specific learning outside the classroom has measurable socio-emotional, academic and wellbeing benefits for school children across all ages

Mann, J., Gray, T., Truong, S., Brymer, E., Passy, R., Ho, S., Sahlberg, P., Ward, K., Bentsen, P., Curry, C., Cowper, R., (2022). Getting out of the classroom and into nature: A systematic review of nature-specific outdoor learning on school children's learning and development. Frontiers in Public Health, 10

Naturally enough? Children, climate anxiety and the importance of hope

A pedagogy of hope encourages and supports children’s climate change activism

Buchanan, J., Pressick-Kilborn, K., Fergusson, J., (2021). Naturally enough? Children, climate anxiety and the importance of hope. The Social Educator, 39(3), 17-31.

Climate change and child health: a scoping review and an expanded conceptual framework

Climate change will have a detrimental direct and indirect impact on children’s health and wellbeing

Helldén, D., Andersson, C., Nilsson, M., Ebi, K. L., Friberg, P., Alfvén, T., (2021). Climate change and child health: a scoping review and an expanded conceptual framework. Lancet Planet Health, 5(3), E164-E175.

School greenspace is associated with enhanced benefits of academic interventions on annual reading improvement for children of color in California

School greenspace may bolster the effects of instructional interventions for students with high academic support needs

Rahai, R., Wells, N. M., Evans, G. W., (2023). School greenspace is associated with enhanced benefits of academic interventions on annual reading improvement for children of color in California. Journal of Environmental Psychology, 83

The autonomy-authority duality of shared decision-making in youth environmental action

Educators find that achieving a suitable balance between autonomy and authority in youth action projects is challenging

Schusler, T.M., Krasny, M.E., Decker, D.J., (2017). The autonomy-authority duality of shared decision-making in youth environmental action. Environmental Education Research, 23(4), 533-552.

How participatory processes impact children and contribute to planning: A case study of neighborhood design from Boulder, Colorado, USA

Participatory planning can have significant positive impacts on young people while also contributing valuable ideas to the planning processes

Derr, V., Kovács, I. G., (2017). How participatory processes impact children and contribute to planning: A case study of neighborhood design from Boulder, Colorado, USA. Journal of Urbanism: International Research on Placemaking and Urban Sustainability, 10(1), 29-48.

Beyond the ‘usual suspects’? Engaging children in diverse communities in co-producing an arboretum-meadow: Professional partner perspectives

Engaging children in the co-production of nature-based solutions can foster their connections to nature

Hoyle, H., Cottrill, W., (2023). Beyond the ‘usual suspects’? Engaging children in diverse communities in co-producing an arboretum-meadow: Professional partner perspectives. Urban Forestry & Urban Greening, 79

A nature’s way—Our way pilot project case assemblage: (Re)storying child/physical literacy/land relationships for Indigenous preschool-aged children’s wholistic wellness

Cultural connections can play an important role in the wholistic wellness of Indigenous children

Riley, K., Chow, A. F., Wahpepah, K., Houser, N., Brussoni, M., Stevenson, E., Erlandson, M. C., Humbert, M. L., (2023). A nature’s way—Our way pilot project case assemblage: (Re)storying child/physical literacy/land relationships for Indigenous preschool-aged children’s wholistic wellness. Children, 10(3)

Developing sense of place through a place-based Indigenous education for sustainable development curriculum

A sustainable development curriculum developed in collaboration with an Indigenous community increased students’ sense of place

Li, Wei-Ting, Shein, Paichi Pat, (2023). Developing sense of place through a place-based Indigenous education for sustainable development curriculum. Environmental Education Research, 29(5), 692-714.

Etuaptmumk (Two-Eyed Seeing) in Nature’s Way-Our Way: Braiding physical literacy and risky play through Indigenous games, activities, cultural connections, and traditional teachings

A “two-eyed seeing” approach can support Indigenous self-determination and wholistic health

Riley, K., Chow, A. F., Wahpepah, K., Humbert, M. L., Brussoni, M., Houser, N., Erlandson, M. C., (2023). Etuaptmumk (Two-Eyed Seeing) in Nature’s Way-Our Way: Braiding physical literacy and risky play through Indigenous games, activities, cultural connections, and traditional teachings. AlterNative: An International Journal of Indigenous Peoples

“We should have held this in a circle”: White ignorance and answerability in outdoor education

Barriers to addressing settler colonialism in outdoor education programs include lack of understanding, fear, and adherence to white ignorance

Brooks, S. D., Sabzalian, L., Weiser-Nieto, R., Springer, S., (2023). “We should have held this in a circle”: White ignorance and answerability in outdoor education. The Journal of Environmental Education, 54(2), 114-131.

A greening theory of change: How neighborhood greening impacts adolescent health disparities

Neighborhood greening may improve adolescent health and reduce health disparities

Kondo, M. C., Locke, D., Hazer, M., Mendelson, T., Fix, R. L., Joshi, A., Latshaw, M., Fry, D., Mmari, K., (2024). A greening theory of change: How neighborhood greening impacts adolescent health disparities. American Journal of Community Psychology

The association between natural environments and childhood mental health and development: A systematic review and assessment of different exposure measurements

Children’s exposure to natural environments is associated with positive mental health outcomes but the overall evidence is limited by methodological differences

Davis, Z., Guhn, M., Jarvis, I., Jarrett, M., Nesbitt, L., Oberlander, T., Sbihi, H., Su, J., van den Bosch, M., (2021). The association between natural environments and childhood mental health and development: A systematic review and assessment of different exposure measurements. International Journal of Hygiene and Environmental Health, 235

Associations between nature exposure and health: A review of the evidence

Nature is connected to a wide array of health benefits for children and youth

Jimenez, M. P., DeVille, N. V., Elliott, E. G., Schiff, J. E., Wilt, G. E., Hart, J. E., James, P., (2021). Associations between nature exposure and health: A review of the evidence. International Journal of Environmental Research and Public Health, 18(9)

Methodological considerations for movement education interventions in natural environments for primary school children: A scoping review

Learning in nature is a feasible intervention for promoting positive learning outcomes for children

Petrigna, L., Thomas, E., Scardina, A., Rizzo, F., Brusa, J., Camarazza, G., Galassi, C., Palma, A., Bellafiore, M., (2022). Methodological considerations for movement education interventions in natural environments for primary school children: A scoping review. International Journal of Environmental Research and Public Health, 19

Systematic review: Neurodevelopmental benefits of active/passive school exposure to green and/or blue spaces in children and adolescents

Nature in the school environment supports children’s and adolescents’ healthy neurodevelopment

Díaz-Martínez, F., Sánchez-Sauco, M. F., Cabrera-Rivera, L. T., Ojeda Sánchez , C., Hidalgo-Albadalejo, M. D., Claudio, L., Ortega-García, J. A., (2023). Systematic review: Neurodevelopmental benefits of active/passive school exposure to green and/or blue spaces in children and adolescents. International Journal of Environmental Research and Public Health, 20

Does exposure to greenness improve children’s neuropsychological development and mental health? A Navigation Guide systematic review of observational evidence for associations

Children with more green space around their home, school, and neighborhood have better neuropsychological and mental health outcomes

Luque-García, L., Corrales, A., Lertxundi, A., Díaz, S., Ibarluzea, J., (2022). Does exposure to greenness improve children’s neuropsychological development and mental health? A Navigation Guide systematic review of observational evidence for associations. Environmental Research, 206

Link of outdoor exposure in daycare with attentional control and academic achievement in adolescence: Examining cognitive and social pathways

Time spent outdoors in early childhood may offer long-term benefits for children’s social, cognitive, and academic functioning

Ulset, V. S., Borge, A. I. H., Vitaro, F., Brendgen, M., Bekkhus, M., (2023). Link of outdoor exposure in daycare with attentional control and academic achievement in adolescence: Examining cognitive and social pathways. Journal of Environmental Psychology, 85

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 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.

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.

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.

“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.

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.

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.

Leveling the Playing Field: Opportunities for School Recess to Promote Wellness and Reduce Disparities in Elementary School Children

Students in lower-income communities tend to have less daily recess and are at greater risk of having recess withheld

Konduru, D., Lowrey, K. M., Hager, E. R., (2025). Leveling the Playing Field: Opportunities for School Recess to Promote Wellness and Reduce Disparities in Elementary School Children. American Journal of Health Promotion

Effect of nature on the mental health and well-being of children and adolescents: meta-review

Meta-review highlights the need for high-quality research to strengthen the evidence of nature’s impact on mental health and well-being

Lomax, T., Butler, J., Cirpriani, A., Singh, I., (2024). Effect of nature on the mental health and well-being of children and adolescents: meta-review. The British Journal of Psychiatry, 225, 401–409.

Wild pedagogies and young children through the mosaic approach

Wild pedagogies supported children’s agency and relationships with place

Beattie, E. A., Scott, S., Adler, D., (2025). Wild pedagogies and young children through the mosaic approach. Australian Journal of Environmental Education, 41, 249–260.

Early childhood educators’ professional learning for sustainability through action research in Australian immersive nature play programmes

Early childhood educators' shifts towards relational pedagogies acknowledged nature's rights and agency

Hughes, F., (2023). Early childhood educators’ professional learning for sustainability through action research in Australian immersive nature play programmes. Educational Research for Social Change, 12(1), 69-83.

The family-nature-school success pathway: Longitudinal mediation by nature contact and moderation by residential green space

Increased nature contact explains the relationship between family members’ positive attitudes toward nature and improved learning outcomes among urban children in China

Zhang, J., Yang, X., Qi, Y., Yu, X., Chen, Y., (2026). The family-nature-school success pathway: Longitudinal mediation by nature contact and moderation by residential green space. Journal of Environmental Psychology, 109

Children’s perceptions of nature experiences from participating in a nature experience for nature connectedness intervention in Swedish school-age educare

After-school programs can foster children’s nature connectedness through frequent experiences in nearby nature

Wünsche, T. U., Beery, T., Fridberg, M, (2025). Children’s perceptions of nature experiences from participating in a nature experience for nature connectedness intervention in Swedish school-age educare. Journal of Adventure Education and Outdoor Learning