Experiencing the outdoors: Embodied encounters in the Outward Bound Trust

Young people interpret outdoor education practices through bodily encounters with the natural environment

Hickman Dunne, J., (2019). Experiencing the outdoors: Embodied encounters in the Outward Bound Trust. The Geographical Journal, 185(3), 279-291.

We are wilderness explorers: A review of outdoor education in Canada

Outdoor education in Canada generally focuses on the country’s history, environmental knowledge, outdoor-living skills, and personal growth

Purc-Stephenson, R.J., Rawleigh, M. H., Kemp, H., Asfeldt, M., (2019). We are wilderness explorers: A review of outdoor education in Canada. Journal of Experiential Education, 42(4), 364-381.

Systematic review of education for sustainable development at an early stage: Cornerstones and pedagogical approaches for teacher professional development

Promoting agency in young children is of major importance for education for sustainable development

Bascope, M., Perasso, P., Reiss, K., (2019). Systematic review of education for sustainable development at an early stage: Cornerstones and pedagogical approaches for teacher professional development. Sustainability, 11

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.

Human-nature relationships in context. Experiential, psychological, and contextual dimensions that shape children’s desire to protect nature

The experiential aspects of saving animals can enhance children’s appreciation and understanding of animals, nature, and nature conservation.

Giusti, M., (2019). Human-nature relationships in context. Experiential, psychological, and contextual dimensions that shape children’s desire to protect nature. PLoS ONE, 14(12)

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

A residential camp's impact on youths' leadership skills and natural resource knowledge

Residential natural resource camps may enhance campers’ perception of their leadership skills and increase their ecological knowledge

Frey, S.N., Parent, V., (2019). A residential camp's impact on youths' leadership skills and natural resource knowledge. Journal of Youth Development, 14(4), 101-117.

Children’s education in ‘good’ nature: Perceptions of activities in nature spaces in mobile preschools

The "good" education in nature seems to mean different things for different children in some mobile preschools

Harju, A., Balldin, J., Ladru, D.E., Gustafson, K, (2020). Children’s education in ‘good’ nature: Perceptions of activities in nature spaces in mobile preschools. Global Studies of Childhood

Assessing nature connection and wellbeing during an experiential environmental program

Experiential nature programs may be effective in promoting both the psychological wellbeing and nature connectedness of children

Hinds, J., O'Malley, S., (2019). Assessing nature connection and wellbeing during an experiential environmental program. Children, Youth and Environments, 29(2), 92-107.

“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

Nature Mentors: A program to encourage outdoor activity and nature engagement among urban youth and families

Nature Mentors is a program designed to promote ongoing nature engagement among urban youth

Hackett, K.A., Ziegler, M.C., Olson, J.A., Bizub, J., Stolley, M., Szabo, A., Heller, E., Beyer, K.M.M., (2021). Nature Mentors: A program to encourage outdoor activity and nature engagement among urban youth and families. Journal of Adventure Education and Outdoor Learning, 21(1), 35-52.

Increasing Nature Connection in Children: A Mini Review of Interventions

Participant age and length of intervention influence nature connection outcomes of environmental programs

Barrable, A., Booth, D., (2020). Increasing Nature Connection in Children: A Mini Review of Interventions. Frontiers in Psychology, 11

Refocusing environmental education in the early years: A brief introduction to a pedagogy for connection

Early childhood environmental education should place connectedness to nature at the center and have environmental protection as its goal

Barrable, A., (2019). Refocusing environmental education in the early years: A brief introduction to a pedagogy for connection. Education Sciences, 9(1)

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.

Promoting health-related quality of life in minority youth through environmental education and nature contact

Minority youth who participated in an environmental education and nature contact program reported improved overall health-related quality of life

Ekenga, C.C., Sprague, N,, Shobiye, D.M., (2019). Promoting health-related quality of life in minority youth through environmental education and nature contact. Sustainability, 11

5th-10th-grade in-service teachers' pedagogical content knowledge (PCK) for sustainable development in outdoor environment

A group of teachers in Norway rarely linked their outdoor teaching practices to sustainable development

Aksland, C., Rundgren, S. N. C., (2020). 5th-10th-grade in-service teachers' pedagogical content knowledge (PCK) for sustainable development in outdoor environment. Journal of Adventure Eduction and Outdoor Learning, 20(3), 274-283.

Nature relatedness in student teachers, perceived competence and willingness to teach outdoors: An empirical study

Student teachers’ nature connectedness and their perceived competence and willingness to teach outdoors are positively associated

Barrable, A., Lakin, L., (2020). Nature relatedness in student teachers, perceived competence and willingness to teach outdoors: An empirical study. Journal of Adventure Education and Outdoor Learning, 20(3), 189-201.

Childhood nature connection and constructive hope: A review of research on connecting with nature and coping with environmental loss

Research on connection with nature and coping with environmental change can benefit from integration

Chawla, L., (2020). Childhood nature connection and constructive hope: A review of research on connecting with nature and coping with environmental loss. People and Nature

What is the evidence base for integrating health and environmental approaches in the school context to nurture healthier and more environmentally aware young people? A systematic scoping review of global evidence

Integrated approaches used by schools to promote both human health and environmentally aware students are underexplored, and evidence of their effectiveness remain fragmented

Proctor, R., Guell, C., Wyatt, K., Williams, A. J., (2020). What is the evidence base for integrating health and environmental approaches in the school context to nurture healthier and more environmentally aware young people? A systematic scoping review of global evidence. Health & Place, 64

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.

Analysing the state of student participation in two Eco-Schools using Engeström’s Second Generation Activity Systems Model

An activity-based “whole institution” approach may promote student engagement in Eco-School programs

Schröder, L, U., Wals, A. E. J., van Koppen, C. S. A., (2020). Analysing the state of student participation in two Eco-Schools using Engeström’s Second Generation Activity Systems Model. Environmental Education Research, 26(8), 1088-1111.

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

Promoting children-nature relations through play-based learning in ecotourism sites

Adults play an essential role in influencing children’s learning about nature and forming positive relationships with nature.

King, H., García-Rosell, J., Noakes, S., (2020). Promoting children-nature relations through play-based learning in ecotourism sites. Journal of Teaching in Travel & Tourism, 20(3), 190-201.

Children's augmented storying in, with and for nature

Augmented storying can invite positive interactions with nature

Kumpulainen, K., Byman, J., Renlund, J., Wong, C. C., (2020). Children's augmented storying in, with and for nature. Education Sciences, 10(149), 1-15.

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.

School greening: Right or privilege? Examining urban nature within and around primary schools through an equity lens

Considering multiple indicators of green infrastructure and different dimensions of equity may help reduce disparities in urban children’s access to nature

Baro, F., Camacho, D. A., Del Pulgar, C. P., Triguero-Mas, M., Anguelovski, I., (2021). School greening: Right or privilege? Examining urban nature within and around primary schools through an equity lens. Landscape and Urban Planning, 208

The impact of nature-based education on health-related quality of life among low-income youth: Results from an intervention study

A school-based nature education program had a significant positive effect on the health-related quality of life of low-income youth

Sprague, N. L., Ekenga, C. C., (2021). The impact of nature-based education on health-related quality of life among low-income youth: Results from an intervention study. Journal of Public Health, 1-8.

Impact of outdoor nature‐related activities on gut microbiota, fecal serotonin, and perceived stress in preschool children: The Play & Grow randomized controlled trial

Exposure to bacteria in natural environments could be beneficial to behavioral outcomes for young children

Sobko, T., Liang, S., Cheng, W. H. G., Tun, H. M., (2020). Impact of outdoor nature‐related activities on gut microbiota, fecal serotonin, and perceived stress in preschool children: The Play & Grow randomized controlled trial. Scientific Reports, 10

Growing a garden-based approach to art education

Garden-based art education programs can promote environmental awareness and advocacy

Inwood, H., Sharpe, J., (2018). Growing a garden-based approach to art education. Art Education, 71(4), 43-49.

Place-based practice: Landscapes and artistic identity in an elementary art classroom

A pedagogy of place in art education may help students understand connections between the landscape and their sense of self

Neves, M., Graham, M. A., (2018). Place-based practice: Landscapes and artistic identity in an elementary art classroom. Art Education, 71(4), 36-42.

Educating through art, ecology, and ecojustice: A rain barrel project

Artmaking can help students address local ecological challenges

Miller, W., Cardamone, A., (2021). Educating through art, ecology, and ecojustice: A rain barrel project. Art Education, 71(1), 40-45.

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.

"Face the cow": Reconnecting to nature and increasing capacities for pro-environmental agency

Arts-based environmental education can be effective in promoting nature connectedness and pro-environmental agency

Raatikainen, K. J., Juhola, K., Huhmarniemi, M., Peña-Lagos, H., (2020). "Face the cow": Reconnecting to nature and increasing capacities for pro-environmental agency. Ecosystems and People, 16(1), 273-289.

What difference does it make? Exploring the transformative potential of everyday climate crisis activism by children and youth

Youths’ everyday climate crisis activism can make important contributions to a more sustainable future

Trott, C. D., (2021). What difference does it make? Exploring the transformative potential of everyday climate crisis activism by children and youth. Children's Geographies

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.

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.

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 effects of contact with nature during outdoor environmental education on students' wellbeing, connectedness to nature and pro-sociality

Contact with nature during outdoor environmental education promotes students’ wellbeing, connectedness to nature, and pro-sociality

Pirchio, S., Passiatore, Y., Panno, A., Cipparone, M., Carrus, G., (2021). The effects of contact with nature during outdoor environmental education on students' wellbeing, connectedness to nature and pro-sociality. Frontiers in Psychology, 12

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.

‘It’s not for people like (them)’: structural and cultural barriers to children and young people engaging with nature outside schooling

Structural and cultural barriers hinder the engagement of children and youth with nature outside of school time

Waite, S., Husain, F., Scandone, B., Forsyth, E., Piggott, H., (2021). ‘It’s not for people like (them)’: structural and cultural barriers to children and young people engaging with nature outside schooling. Journal of Adventure Education and Outdoor Learning

Enhancing nature connection and positive affect in children through mindful engagement with natural environments

Nature-focused mindfulness activities can promote children’s nature connection and affective wellbeing

Barrable, A., Booth, D., Adams, D., Beachamp, G., (2021). Enhancing nature connection and positive affect in children through mindful engagement with natural environments. International Journal of Environmental Research and Public Health, 18

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.

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.

Developing connections between healthy living and environmental sustainability concepts in Cretan preschool children: A randomized trial

Teacher-designed activities help preschoolers understand connections between healthy living and environmental sustainability

Kornilaki, E. N., Skouteris, H., Morris, H., (2021). Developing connections between healthy living and environmental sustainability concepts in Cretan preschool children: A randomized trial. Early Child Development and Care

Norwegian kindergarten children’s knowledge about the environmental component of sustainable development

Norwegian kindergarten children demonstrate knowledge about sustainable development

Melis, C., Wold, P., Bjørgen, K., Moe, B., (2020). Norwegian kindergarten children’s knowledge about the environmental component of sustainable development. Sustainability, 12, 1-16.

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.

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, 31