Naturalized versus traditional school grounds: Which elements do students prefer and why

Students prefer school grounds with biodiverse, "tidy" vegetation over paved ones

Lindemann-Matthies, P., Kohler, K., (2019). Naturalized versus traditional school grounds: Which elements do students prefer and why. Urban Forestry & Urban Greening, 46

Utilising place-based learning through local contexts to develop agents of change in Early Childhood Education for Sustainability

Place-based learning can help young children develop a sustainability perspective

Boyd, D., (2019). Utilising place-based learning through local contexts to develop agents of change in Early Childhood Education for Sustainability. Education 3-13, 47(8), 983-997.

Effects of a school based intervention on children’s physical activity and healthy eating: A mixed-methods study

School-based gardening showed small impact on children’s physical activity, knowledge of nutrition, and willingness to try new fruits.

Khan, M., Bell, R., (2019). Effects of a school based intervention on children’s physical activity and healthy eating: A mixed-methods study. International Journal of Environmental Research and Public Health

Psychological benefits of a biodiversity-focussed outdoor learning program for primary school children

Making outdoor learning a regular part of school curricula could be an inexpensive way to improve children's psychological wellbeing

Harvey, D.J., Montgomery, L.N., Harvey, H., Hall, F., Gange, A.C., Watling, D., (2020). Psychological benefits of a biodiversity-focussed outdoor learning program for primary school children. Journal of Environmental Psychology, 67

Rewilding education? Exploring an imagined and experienced outdoor learning space

Transforming a school’s outdoor space can influence and shift its practices and culture

Bates, C., (2020). Rewilding education? Exploring an imagined and experienced outdoor learning space. Children's Geographies, 18(3)

Can an outdoor learning environment improve children’s academic attainment? A quasi-experimental mixed methods study in Bangladesh

Outdoor learning can enhance the academic achievement of students in developing countries

Khan, M., McGeown, S., Bell, S., (2019). Can an outdoor learning environment improve children’s academic attainment? A quasi-experimental mixed methods study in Bangladesh. Environment and Behavior

Effect and process evaluation of a real-world school garden program on vegetable consumption and its determinants in primary schoolchildren

Quality of implementation played a role in the effectiveness of a school garden program

Huys, N., Cardon, G., De Craemer, M., Hermans, N., Renard, S., Roesbeke, M., Stevens, W., De Lepeleere, S., Deforche, B., (2019). Effect and process evaluation of a real-world school garden program on vegetable consumption and its determinants in primary schoolchildren. PLoS One, 14(3)

“And it made me feel good inside”: Initial evidence and future methods for evaluating nature school effectiveness

Different methods used to evaluate a nature education program highlight growth in cognitive, social, environmental, and physical domains

Volpe, M., Derr, V., Kim, S., (2019). “And it made me feel good inside”: Initial evidence and future methods for evaluating nature school effectiveness. Children, Youth and Environments, 29(2), 5-26.

Implementing ecopedagogy as an experiential approach to decolonizing science education

Ecopedagogies empower urban youth to critically examine issues of environmental justice in their community

Zocher, J.L., Hougham, R.J., (2020). Implementing ecopedagogy as an experiential approach to decolonizing science education. Journal of Experiential Education

An analysis of the educational and health-related benefits of nature-based environmental education in low-income Black and Hispanic children

Nature-based environmental education programs may improve health-related quality of life and STEM capacity in low-income Black and Hispanic youth

Sprague, N., Berrigan, D., Ekenga, C.C., (2020). An analysis of the educational and health-related benefits of nature-based environmental education in low-income Black and Hispanic children. Health Equity, 4(1), 198-210.

Self-regulation gains in kindergarten related to frequency of green schoolyard use

Higher frequency of green schoolyard use and more time outdoors are linked to self-regulation gains in kindergarten students

Faber Taylor, A., Butts-Wilmsmeyer, C., (2020). Self-regulation gains in kindergarten related to frequency of green schoolyard use. Journal of Environmental Psychology, 70

'That's given me a bit more hope' - adolescent girls' experiences of Forest School

Forest School improves mental health and well-being according to adolescent girls with mental health risk factors

Manner, J., Doi, L., Laird, Y., (2020). 'That's given me a bit more hope' - adolescent girls' experiences of Forest School. Children's Geographies

Greening schoolyards - An urban resilience perspective

Using a resilience frame to explore greening schoolyard initiatives can support the strengthening of systems at different scales

Flax, L., Altes, R. K., Kupers, R., Mons, B., (2020). Greening schoolyards - An urban resilience perspective. Cities, 106

Gardens as science learning contexts across educational stages: Learning assessment based on students' graphic representations

Educational gardens offer appropriate real-life contexts for science and environmental teaching from preschool through higher education

Eugenio-Gozalbo, M., Aragón, L., Ortega-Cubero, L., (2020). Gardens as science learning contexts across educational stages: Learning assessment based on students' graphic representations. Frontiers in Psychology, 11, 1-14.

Greening for academic achievement: Prioritizing what to plant and where

Trees on and near school grounds are positively linked to academic achievement of sixth-grade students

Kuo, M., Klein, S. E., Browning, M. H., Zaplatosch, J., (2021). Greening for academic achievement: Prioritizing what to plant and where. Landscape and Urban Planning, 206

Partnering for outdoor play: A case study of forest and nature school programming in the context of licensed child care in Ottawa, Ontario

Collaborative efforts between organizations can make forest and nature school opportunities available to more children

Niblett, B., Hiscott, K., Power, M., McFarlane, H., (2020). Partnering for outdoor play: A case study of forest and nature school programming in the context of licensed child care in Ottawa, Ontario. Canadian Journal of Environmental Education, 23(2), 67-85.

How and why did outdoor play become a central focus of Scottish early learning and care policy

Case study reveals opportunities and barriers to the implementation of outdoor play programs in Scotland

Perlman, M., Howe, N., Bergeron, C., (2020). How and why did outdoor play become a central focus of Scottish early learning and care policy. Canadian Journal of Environmental Education, 23(2), 46-66.

Taking it outside: Engaging in active, creative, outdoor play with digital technology

The use of iPads by kindergarten children accompanied and added to their active and creative outdoor play, while also promoting nature connectedness

McGlynn-Stewart, M., Maguire, N., Mogyorodi, E., (2020). Taking it outside: Engaging in active, creative, outdoor play with digital technology. Canadian Journal of Environmental Education, 23(2), 31-45.

The power of garden-based curriculum to promote scientific and nature-friendly attitudes in children through a cotton project

Garden-based projects can be effective in promoting preschool children’s scientific and nature-friendly attitudes

Kim, K. J., Jung, E., Han, M., Sohn, J., (2020). The power of garden-based curriculum to promote scientific and nature-friendly attitudes in children through a cotton project. Journal of Research in Childhood Education, 34(4), 538-550.

Children’s preferences for schoolyard features and understanding of ecosystem service innovations – A study in five Swedish preschools

Swedish preschoolers generally ignored new features installed at their schools to enhance biodiversity, perhaps due to their lack of involvement in the process

Almer, E., Askerlund, P., Samuelsson, T., Waite, S., (2020). Children’s preferences for schoolyard features and understanding of ecosystem service innovations – A study in five Swedish preschools. Journal of Adventure Education and Outdoor Learning

Who is John the snail and when can we meet him?: Parent perspectives on children’s engagement in a forest nature program

Parents believe that the benefits of a forest school program are greater than any risks involved

Zimanyi, L., Rossovska, O., (2020). Who is John the snail and when can we meet him?: Parent perspectives on children’s engagement in a forest nature program. Journal of Innovation in Polytechnic Education

A national research agenda supporting green schoolyard development and equitable access to nature

Green schoolyards can be a tool for equitable access to nature, but more coordinated research and action are required

Stevenson, K.T., Moore, R., Cosco, N., Floyd, M.F., Sullivan, W., Brink, L., Gerstein, D., Jordan, C., Zaplatosch, J., (2020). A national research agenda supporting green schoolyard development and equitable access to nature. Elementa: Science of the Anthropocene, 8(10)

The impact of school gardens on youth social and emotional learning: A scoping review

Some research suggests that school garden programs may promote social emotional learning, yet more rigorous studies are needed to investigate this assertion

Lohr, A. M., Krause, K. C., McClelland, J., Gorden, N. V., Gerald, L. B., Casino Jr, V. D., Wilkinson-Lee, A., Carvajal, S. C., (2020). The impact of school gardens on youth social and emotional learning: A scoping review. Journal of Adventure Education and Outdoor Learning, 1-14.

Greener schoolyards, greener futures? Greener schoolyards buffer decreased contact with nature and are linked to connectedness to nature

Green schoolyards are associated with greater nature contact, restorativeness, positive attitudes toward nature and connection to nature

Luís, S., Dias, R., Lima, M. L., (2020). Greener schoolyards, greener futures? Greener schoolyards buffer decreased contact with nature and are linked to connectedness to nature. Frontiers in Psychology, 11

School ground pedagogies for enriching children's outdoor learning

Outdoor learning can broaden and transform curriculum and pedagogy in place-oriented ways

Green, M., Rayner, M., (2020). School ground pedagogies for enriching children's outdoor learning. International Journal of Primary, Elementary and Early Years Education, 3-13.

Beyond traditional school readiness: How nature preschools help prepare children for academic success

Nature preschools can be effective in promoting school readiness

Burgess, E., Ernst, J., (2020). Beyond traditional school readiness: How nature preschools help prepare children for academic success. International Journal of Early Childhood Environmental Education, 7(2), 17-33.

Fostering connections to nature - Strategies for community college early childhood teachers

Nature-focused activities embedded in a preservice teacher program can promote knowledge, skills, and dispositions for early childhood nature education

Murphy, D., (2017). Fostering connections to nature - Strategies for community college early childhood teachers. The New Educator, 13(3), 195-206.

Collaborating with theatre, nature, and STEM: A multigenerational family event

Nature and art-based community events can promote multigenerational family interactions

Reinking, A. K., Vetere III, M. J., Percell, J. C., (2017). Collaborating with theatre, nature, and STEM: A multigenerational family event. New Waves Educational Research & Development, 20(1), 23-37.

Balancing technology and outdoor learning: Implications for early childhood teacher educators

Balancing technology and outdoor learning can enhance early childhood education

Siskind, D., Conlin, D., Kim, S., Barnes, A., Yaya-Bryson, D., (2020). Balancing technology and outdoor learning: Implications for early childhood teacher educators. Journal of Early Childhood Teacher Education

Green schoolyards in low-income urban neighborhoods: Natural spaces for positive youth development outcomes

Increases in activity and social interaction linked to schoolyard greening in low-income neighborhoods were maintained over time

Bates, C. R., Bohnert, A. M., Gerstein, D. E., (2018). Green schoolyards in low-income urban neighborhoods: Natural spaces for positive youth development outcomes. Frontiers in Psychology, 9

Parental perspectives on green schoolyards: Advantages outweigh disadvantages, but willingness to help is limited

Parents consider the advantages of green schoolyards to outweigh the disadvantages, but cite lack of time as a barrier to their more active involvement.

van Dijk-Wesselius, J. E., Having, D., de Koning, M., Maas, J., van den Berg, A. E., (2021). Parental perspectives on green schoolyards: Advantages outweigh disadvantages, but willingness to help is limited. Children's Geographies, 19(2), 145-157.

Assessing challenges and opportunities for schools’ access to nature in England

Schools can mitigate children’s declining contact with nature, but various spatial, cultural, and social factors tend to impede the process

Walker, E., Bormpoudakis, D., Tzanopoulos, J., (2021). Assessing challenges and opportunities for schools’ access to nature in England. Urban Forestry & Urban Greening

Green space in Chinese schools enhance children's environmental attitudes and pro-environmental behavior

School green space supports children’s pro-environmental behavior

Liu, W., Chen, J., (2021). Green space in Chinese schools enhance children's environmental attitudes and pro-environmental behavior. Children, Youth and Environments, 31(1), 55-87.

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.

Linking public urban green spaces and human well-being: A systematic review

Characteristics of urban green space positively linked to human well-being include structure, biodiversity, and naturalness

Reyes-Riveros, R., Altamirano, A., Barrera, F. D. L., Rozas-Vasquez, D., Vieli, L., Meli, P., (2021). Linking public urban green spaces and human well-being: A systematic review. Urban Forestry & Urban Greening, 61

The physical characteristics of children's preferred natural settings in primary school grounds

The type, context, and condition of natural settings should be considered in the design and management of school grounds

Aminpour, F., (2021). The physical characteristics of children's preferred natural settings in primary school grounds. Urban Forestry & Urban Greening

Potential effects of school garden on students' knowledge, attitude and experience: A pilot project on sixth grade students in Iran

School gardens can positively impact students' knowledge and attitude, and help them gain valuable experiences

Amiri, A., Geravandi, S., Rostami, F., (2021). Potential effects of school garden on students' knowledge, attitude and experience: A pilot project on sixth grade students in Iran. Urban Forestry & Urban Greening

The school garden: A social and emotional place

Garden-based learning may promote positive emotions and cooperative behavior

Pollin, S., Retzlaff-Fürst, C., (2021). The school garden: A social and emotional place. Frontiers in Psychology, 12

Renaturing the city: Factors contributing to upscaling green schoolyards in Amsterdam and The Hague

A combination of factors presents barriers to the successful up-scaling of green schoolyards

Giezen, M., Pellerey, V., (2021). Renaturing the city: Factors contributing to upscaling green schoolyards in Amsterdam and The Hague. Urban Forestry & Urban Greening, 63

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.

Increased exposure to nature reduces elementary students’ anxiety

A nature-based guidance program was effective at reducing anxiety among third grade students

Rıan, S. W., Coll, K. M., (2021). Increased exposure to nature reduces elementary students’ anxiety. Ecopsychology

Educators' intentions for learning in virtual school garden exchanges: A comparison with the aims of education for sustainable development

Virtual school garden exchange offers an approach to education for sustainable development that uses technology to support global partnerships

Lochner, J., (2021). Educators' intentions for learning in virtual school garden exchanges: A comparison with the aims of education for sustainable development. Environmental Education Research, 27(8), 1172-1191.

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.

A dog-assisted reading programme's unanticipated impact in a special education classroom

A dog-assisted reading program can promote positive behaviors and academic outcomes for students with special educational needs

Kirnan, J., Shah, S., Lauletti, C., (2020). A dog-assisted reading programme's unanticipated impact in a special education classroom. Educational Review, 72(2), 196-219.

Nature connection in early childhood: A quantitative cross-sectional study

Attending a nature nursery is associated with higher nature connection

Barrable, A., Booth, D., (2020). Nature connection in early childhood: A quantitative cross-sectional study. Sustainability, 12(375)

Supporting school readiness naturally: Exploring executive function growth in nature preschools

Children attending nature preschool showed growth in executive function skills beyond what would be expected in typically developing children

Zamzow, J., Ernst, J., (2020). Supporting school readiness naturally: Exploring executive function growth in nature preschools. The International Journal of Early Childhood Environmental Education, 7(2), 6-16.

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, 1-36.

From boats to bushes: Environmental elements supportive of children’s sociodramatic play outdoors

Specific features of outdoor spaces support greater frequency and complexity of preschoolers’ sociodramatic play

Robertson, N., Morrissey, A., Moore, D., (2019). From boats to bushes: Environmental elements supportive of children’s sociodramatic play outdoors. Children's Geographies

Outdoor education in Italian kindergartens: How teachers perceive child developmental trajactories

Outdoor education activities seem to offer greater opportunities than indoor activities for promoting young children’s development

Agostini, F., Minelli, M., Mandolesi, R., (2018). Outdoor education in Italian kindergartens: How teachers perceive child developmental trajactories. Frontiers in Psychology, 9