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

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

Impacts of urban landscapes on students' academic performance

Students' educational outcomes are linked to the level of green and blue spaces in the schools' attendance areas

Lin, M., Van Stan II, J. T., (2020). Impacts of urban landscapes on students' academic performance. Landscape and Urban Planning, 201

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.

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

Psychological impacts of "screen time" and "green time" for children and adolescents: A systematic scoping review

Screen time and green time are linked to psychological well-being in contrasting ways

Oswald, T. K., Rumbold, A. R., Kedzior, S. G. E., Moore, V. M., (2020). Psychological impacts of "screen time" and "green time" for children and adolescents: A systematic scoping review. PLOS ONE, 15(9), 1-52.

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

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.

Teaching traditional indoor school lessons in nature: The effects on student learning and behaviour

Students spent more time on-task in outdoor versus indoor classrooms

Norwood, M. F., Lakhani, A., Kendall, E., (2021). Teaching traditional indoor school lessons in nature: The effects on student learning and behaviour. Landscape and Urban Planning, 206, 1-10.

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

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.

Nature-based education: using nature trails as a tool to promote inquiry-based science and math learning in young children

“Nature trails” concept helps early childhood teachers gain confidence in nature-based education for young children

Lee, C. K., Bailie, P. E., (2020). Nature-based education: using nature trails as a tool to promote inquiry-based science and math learning in young children. Science Activities, 56(4), 147-158.

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

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.

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.

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.

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

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.

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.

Reconfiguring relational space: A qualitative study of the benefits of caring for hens for the socio- emotional development of 5 – 9-year-old children in an urban junior school context of high socioeconomic exclusion

Caring for hens at school helped children facing socio-economic exclusion make social-emotional gains and develop awareness and respect for nature

Gilligan, C., Downes, P., (2021). Reconfiguring relational space: A qualitative study of the benefits of caring for hens for the socio- emotional development of 5 – 9-year-old children in an urban junior school context of high socioeconomic exclusion. Journal of Adventure Education and Outdoor Learning

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

Outdoor play activities and outdoor environment of early childhood education in Turkey: A qualitative meta-synthesis

Preschool teachers in Turkey believe that outdoor activities contribute to child development, yet generally hesitate taking children outside

Ozturk, Y., Ozer, Z., (2022). Outdoor play activities and outdoor environment of early childhood education in Turkey: A qualitative meta-synthesis. Early Child Development and Care, 192(11), 1752-1767.

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.

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

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

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.