How to support young children's interest development during exploratory natural science activities in outdoor environments

Different interactional qualities of teachers are needed to support young children's interest in natural elements

Skalstad, I., Munkebye, E., (2022). How to support young children's interest development during exploratory natural science activities in outdoor environments. Teaching and Teacher Education, 120

Nature-based early childhood education and children’s social, emotional and cognitive development: A mixed-methods systematic review

Nature-based early childhood education may support children’s growth in multiple areas of social, emotional, and cognitive development

Johnstone, A., Martin, A., Cordovil, R., Fjørtoft, I., Iivonen, S., Jidovtseff, B., Lopes, F., Reilly, J. J., Thomson, H., Wells, V., McCrorie, P., (2022). Nature-based early childhood education and children’s social, emotional and cognitive development: A mixed-methods systematic review. International Journal of Environmental Research and Public Health, 19

Nature-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 Research

How 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), 184-201.

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.

Choice matters: Pupils' stress regulation, brain development and brain function in an outdoor education project

Education outside the classroom can have a positive effect on biological stress regulation

Dettweiler, U., Gerchen, M., Mall, C., Simon, P., Kirsch, P., (2022). Choice matters: Pupils' stress regulation, brain development and brain function in an outdoor education project. British Journal of Educational Psychology, 93(1), 152-173.

"I just want to stay out there all day”: A case study of two special educators and five autistic children learning outside at school

Contact with nature during the school day can benefit both students with autism and their teachers

Friedman, S., Morrison, S. A., (2022). "I just want to stay out there all day”: A case study of two special educators and five autistic children learning outside at school. Frontiers in Education, 6

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

The teacher’s role for engagement in foraging and gardening activities in kindergarten

Early childhood educators nurture young children’s enthusiasm for learning in nature

Bergan, V., Nylund, M. B., Midtbø, I. L., Paulsen, B. H. L., (2023). The teacher’s role for engagement in foraging and gardening activities in kindergarten. Environmental Education Research

Connection to nature is associated with social-emotional learning of children

Children with a strong connection to nature have higher social emotional learning skills than those with a weaker connection to nature

Lanza, K., Alcazar, M., Chen, B., Kohl III, H. W., (2023). Connection to nature is associated with social-emotional learning of children. Current Research in Ecological and Social Psychology, 4

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.

The impact of music making outdoors on primary school aged pupils (aged 7–10 years) in the soundscape of nature from the perspective of their primary school teachers

The benefits of outdoor activities in nature may go beyond what can be achieved in school

Adams, D., Beauchamp, G., (2021). The impact of music making outdoors on primary school aged pupils (aged 7–10 years) in the soundscape of nature from the perspective of their primary school teachers. Journal of Outdoor and Environmental Education, 24, 37-53.

Teachers 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), 1-24.

“We do it anyway”: Professional identities of teachers who enact risky play as a framework for education outdoors

Teachers’ opportunities for mentorship are essential to risky outdoor play and learning in schools

Zeni, M., Schnellert, L., Brussoni, M., (2023). “We do it anyway”: Professional identities of teachers who enact risky play as a framework for education outdoors. Journal of Outdoor and Environmental Education

Enable, reconnect and augment: A new ERA of virtual nature research and application

Immersive virtual nature experiences may enhance human-nature interactions and improve public health

Litleskare, S., MacIntyre, T. E., Calogiuri, G., (2020). Enable, reconnect and augment: A new ERA of virtual nature research and application. International Journal of Environmental Research and Public Health, 17(5)

From program to classroom: a photo elicitation study to understand educators’ experiences implementing garden-based learning following professional development

Farm to School professional development builds educators’ confidence and professional networks

Evans, E., Green, G. T., Thompson, K. F., Abrams, J., Thompson, J. J., (2024). From program to classroom: a photo elicitation study to understand educators’ experiences implementing garden-based learning following professional development. Environmental Education Research

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

Teacher and parent perception of biophilic conditions in primary-school environments and their impact on children’s wellbeing

Teachers with numerous biophilic elements in their schools report favorable views of biophilic design’s impact on learning

Lanzaro, B., Ucci, M., (2024). Teacher and parent perception of biophilic conditions in primary-school environments and their impact on children’s wellbeing. Architecture, 4(2)

Is 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)

Bracing Biophilia: When biophilic design promotes pupil’s attentional performance, perceived restorativeness and affiliation with nature

A biophilic designed learning environment promotes attentional performance, perceived restorativeness, and affiliation with nature

Barbiero, G., Berto, R., Venturella, A., Maculan, N., (2021). Bracing Biophilia: When biophilic design promotes pupil’s attentional performance, perceived restorativeness and affiliation with nature. Environment, Development and Sustainability

The governance configurations of green schoolyards

Study provides key insights for “good governance” of green schoolyards

Sekulova, F., Mallen, I. R., (2024). The governance configurations of green schoolyards. Environmental Science and Policy, 156

Exploring children’s participation in the framework of early childhood environmental education

Environmental education can engage young children as equal partners through participatory approaches

Tsevreni, I., Tigka, A., Christidou, V., (2023). Exploring children’s participation in the framework of early childhood environmental education. Children's Geographies, 21(3), 394–409.

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.

Interdisciplinary nature journaling improves mood and helps build connection in middle school students

Nature journaling supports students’ well-being and environmental awareness

Arbor, R. N., Matteson, K., (2024). Interdisciplinary nature journaling improves mood and helps build connection in middle school students. Environmental Education Research, 37(4), 748-758.

Practitioner perspectives on nature-based learning for autistic children

Nature-based learning can promote the well-being of autistic children by affirming and supporting their way of learning

Friedman, S., Morrison, S. A., Shibata, A., (2024). Practitioner perspectives on nature-based learning for autistic children. The Journal of Environmental Education

Evaluating the effect of green, blue, and gray measures for climate change adaptation on children’s well-being in schoolyards in Barcelona

Combining green, blue, and grey solutions to address climate change impacts on school play areas yields positive student health and well-being outcomes

Sanz-Mas, M., Continente, X., Brugueras, S., Marí-Dell’Olmo, M., Oliveras, L., Lopez, M. J., (2025). Evaluating the effect of green, blue, and gray measures for climate change adaptation on children’s well-being in schoolyards in Barcelona. Landscape and Urban Planning, 253

Turning science lessons inside out: Professional development for elementary school teachers’ outdoor instruction

Elementary teachers need continued administrative support to take science out to the schoolyard

Fiocca, S., Carrier, S. J., McGowan, J., (2024). Turning science lessons inside out: Professional development for elementary school teachers’ outdoor instruction. Journal of Outdoor Recreation, Education and Leadership, 16(4), 15-31 .

“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 school‐led greenspace interventions on mental, physical and social wellbeing in children and adolescents: A systematic review

Engaging with nature in educational settings can improve students’ well-being for optimal learning experiences

Ly, V., Vella‐Brodrick,, D. A., (2024). Effects of school‐led greenspace interventions on mental, physical and social wellbeing in children and adolescents: A systematic review. Educational Psychology Review, 36(133)

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), 167-182.

The value of outdoor environmental education programs for girls and youth of color: cultivating positive dispositions toward science and the environment

Girls and youth of color experienced the largest gains in their dispositions toward science and the environment through participation in outdoor environmental education

Collins, M. A., Romero, V. F., Young, A., Dorph, R., Foreman, J., Strang, C., Pande, A., Laina, V., (2025). The value of outdoor environmental education programs for girls and youth of color: cultivating positive dispositions toward science and the environment. Environmental Education Research

Preschool educators’ opinions and practices on school gardening

Teachers say successful preschool gardens require additional space, time, financial support, and collaboration

Deniz, U. H., Kalburan, N. C., (2024). Preschool educators’ opinions and practices on school gardening. Urban Education, 59(9 )

“We never even touched plants this way”: school gardens as an embodied context for motivating environmental actions

Sensory and embodied interactions with plants may help children learn, act, care, and live in ways that encourage ecological flourishing

Dutta, D., Chandrasekharan, S., (2025). “We never even touched plants this way”: school gardens as an embodied context for motivating environmental actions. Environmental Education Research, 31(2), 284-303.

School Gardening and Health and Well-Being of School-Aged Children: A Realist Synthesis

Review identifies the contexts and mechanisms of successful school gardening programs that improve health and well-being outcomes for school-aged children

Holloway, T. P., Dalton, L., Hughes, R., Jayasinghe, S., Patterson, K. A. E., Murray, S., Soward, R., Byrne, N., Hills, A. P., Ahuja, K. D. K., (2023). School Gardening and Health and Well-Being of School-Aged Children: A Realist Synthesis. Nutrients, 15(1190)

School garden and instructional interventions foster children's interest in nature

Natural observations in school gardens paired with student-initiated activities are effective in enhancing connection to nature

Kong, C., Chen, J., (2023). School garden and instructional interventions foster children's interest in nature. People and Nature, 6, 712–732.

The grass is greener on this side of the fence: Garden education impacts on low-income elementary school students' environmental literacy in San José, California

Garden-based education can increase environmental literacy for elementary school children

Dahl, A., Cushing, K., (2022). The grass is greener on this side of the fence: Garden education impacts on low-income elementary school students' environmental literacy in San José, California. Children, Youth and Environments, 32(2), 59-80.

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.

From seeds to harvest in seven weeks: Project-based learning with Latina girls and their parents

Family-centered, culturally responsive garden-based learning supports Latina girls’ engagement and science identity development

Rillero, P., Jiménez-Silva, M., Short-Meyerson, K., Rillero, K. M., (2025). From seeds to harvest in seven weeks: Project-based learning with Latina girls and their parents. Education Sciences, 15(246)

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)

Fostering diversity and participation with school gardens: Examining possibilities and challenges under different national educational policies

Physical and sensory dimensions of school gardens may reduce barriers to participation and engagement

Carvalho, A. E., Blanc, S., Aguiar, M., Torres, A. C., (2024). Fostering diversity and participation with school gardens: Examining possibilities and challenges under different national educational policies. Educational Process, 13(2), 122-138.

From green to greener: Exploring associations between green schoolyard design and primary school children’s recess behaviors

Higher quality green schoolyards support more diverse forms of play, play with natural materials and positive student interactions

van den Bogerd, N., Struiksma, M., Hovinga, D., Maas, J., (2025). From green to greener: Exploring associations between green schoolyard design and primary school children’s recess behaviors. Urban Forestry & Urban Greening, 107

Differential effects of an urban outdoor environment on 4–5 year old children’s attention in school

Holding classes outdoors, even in urban settings, may support the attentional capacity of socio-economically disadvantaged children

Atkinson, M., Goldenberg, G., Dubiel, J., Wass, S., (2025). Differential effects of an urban outdoor environment on 4–5 year old children’s attention in school. Journal of Environmental Psychology, 104