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Contributions to sustainability through young children's nature play: A systematic review
Nature play is a valid contributor to sustainability outcomes
Ernst, J., McAllister, K., Siklander, P., Storli, R., (2021). Contributions to sustainability through young children's nature play: A systematic review. Sustainability, 13,Early childhood environmental education: A systematic review of the research literature
Review of the early childhood environmental education literature presents overwhelmingly strong evidence of positive child development and environmental outcomes
Ardoin, N. M., Bowers, A. W., (2020). Early childhood environmental education: A systematic review of the research literature. Educational Research Review, 31Nature 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)Finnish student teachers’ ideas of outdoor learning
Finnish student teachers’ ideas align with reforms promoting sustainability and outdoor learning
Ratinen, I., Sarivaara, E., Kuukkanen, P., (2021). Finnish student teachers’ ideas of outdoor learning. Journal of Adventure Education and Outdoor LearningGetting 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, 10Nature-based instruction for science learning – a good fit for all: A controlled comparison of classroom versus nature
Nature-based instruction supports science learning for all students regardless of socioeconomic status
Faber Taylor, A., Butts-Wilmsmeyer, C., Jordan, C., (2022). Nature-based instruction for science learning – a good fit for all: A controlled comparison of classroom versus nature. Environmental Education ResearchHow does play in the outdoors afford opportunities for schema development in young children?
Loose parts in an outdoor environment can enhance children’s play and promote their holistic development.
Boulton, P., Thomas, A., (2022). How does play in the outdoors afford opportunities for schema development in young children?. International Journal of Play, 11(2),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),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),Effects of nature (greenspace) on cognitive functioning in school children and adolescents: a systematic review
Exposure to nature can enhance cognitive functioning in children and adolescents
Vella-Brodrick, D. A., Gilowska, K., (2022). Effects of nature (greenspace) on cognitive functioning in school children and adolescents: a systematic review. Educational Psychology Review, 34,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, 83Teachers as learners: Outdoor elementary science
Outdoor Science Education program helps teachers learn science as 5th graders learn science
Carrier, S. J., Fraulo, A. B., Peterson, M. N., Stevenson, K. T., Romeo, L. M., (2023). Teachers as learners: Outdoor elementary science. Electronic Journal for Research in Science & Mathematics Education, 27(2),Elementary students’ ‘outdoor – digital’ explorations in ecology - learning through chains of transduction
Children’s learning across natural and digital environments supports developing eco-literacy
Caiman, C., Kjällander, S., (2024). Elementary students’ ‘outdoor – digital’ explorations in ecology - learning through chains of transduction. Environmental Education Research, 30(1),Nature-based education for facilitating resilience and well-being among youth—A Nordic perspective
Nature-based education can promote resilience and well-being among youth
Hofman-Bergholm, M., (2024). Nature-based education for facilitating resilience and well-being among youth—A Nordic perspective. Education Sciences, 14(43)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 PsychologyThe 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, 235Associations 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, 19Systematic 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, 20Does 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, 206Nature play in early childhood education: A systematic review and meta ethnography of qualitative research
Young children engage in higher quality play in nature than in non-nature settings
Prins, J., van der Wilt, F., van der Veen, C., Hovinga, D., (2022). Nature play in early childhood education: A systematic review and meta ethnography of qualitative research. Frontiers in Psychology, 13Is School Gardening Combined with Physical Activity Intervention Effective for Improving Childhood Obesity? A Systematic Review and Meta-Analysis
School gardening activities + physical activity improves children’s fruit and vegetable intake but not their weight status
Qi, Y., Hamzah, S. H., Gu, E., Wang, H., Xi, Y., Sun, M., Rong, S., Lin, Q., (2021). Is School Gardening Combined with Physical Activity Intervention Effective for Improving Childhood Obesity? A Systematic Review and Meta-Analysis. Nutrients, 13(2605)School gardening activities aimed at obesity prevention improve body mass index and waist circumference parameters in school-aged children: A systematic review and meta-analysis
School gardening projects have a modest positive impact on children’s nutrition and body measurements
Rochira, A., Tedesco, D., Ubiali, A., Fantini, M. P., Gori, D., (2020). School gardening activities aimed at obesity prevention improve body mass index and waist circumference parameters in school-aged children: A systematic review and meta-analysis. Childhood Obesity, 16(3)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, 85Outcomes 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,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,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,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),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),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),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)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),Engaging youth in public lands monitoring: opportunities for enhancing ecological literacy and environmental stewardship
Youth in different citizen science programs manifest scientific understanding and environmental stewardship differently
Pitt, A. N., Schultz, C. A., Vaske, J. J., (2019). Engaging youth in public lands monitoring: opportunities for enhancing ecological literacy and environmental stewardship. Environmental Education Research,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 PromotionEffect 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,“When I’m playing with him, everything else in my life sort of falls away”: exploring grandparents’ and grandchildren’s learning through outdoor play
Grandparent-grandchild outdoor play enriches learning and appreciation of nature for both generations
Duflos, M., Hussaina, H., Brussoni, M., (2025). “When I’m playing with him, everything else in my life sort of falls away”: exploring grandparents’ and grandchildren’s learning through outdoor play. Journal of Adventure Education and Outdoor Learning, 25(2),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, 109Children’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 LearningMADE POSSIBLE WITH SUPPORT FROM:
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