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

Outdoor nature-based play in early learning and childcare centres: Identifying the determinants of implementation using causal loop diagrams and social network analysis

Educator confidence and agency, along with other key leveraging points, are crucial for optimal implementation of nature-based play

Zucca, C., McCrorie, P., Johnstone, A., Chambers, S., Chng, N. R., Traynor, O., Martin, A., (2023). Outdoor nature-based play in early learning and childcare centres: Identifying the determinants of implementation using causal loop diagrams and social network analysis. Health and Place, 79

Nature-based early childhood activities as environmental education?: A review of Japanese and Australian perspectives

Guidelines and practices for nature-based activities with young children tend to lack a comprehensive approach to early childhood education for sustainability

Inoue, M., Elliott, S., Mitsuhashi, M., Kido, H., (2019). Nature-based early childhood activities as environmental education?: A review of Japanese and Australian perspectives. Japanese Journal of Environmental Education, 28(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.

Cripping environmental education: Rethinking disability, nature, and interdependent futures

Cripping environmental education means disrupting the able-bodiedness within the field

Schmidt, J., (2022). Cripping environmental education: Rethinking disability, nature, and interdependent futures. Australian Journal of Environmental Education

“It was like I was not a person, it was like I was the nature”: The impact of arts-in-nature experiences on the wellbeing of children living in areas of high deprivation

Nature and art together can support the mental and emotional well-being of children in disadvantaged communities

Moula, Z., Walshe, N., Lee, E., (2023). “It was like I was not a person, it was like I was the nature”: The impact of arts-in-nature experiences on the wellbeing of children living in areas of high deprivation. Journal of Environmental Psychology, 90

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), 83-100.

The effectiveness of a community-based playgroup in inspiring positive changes in the environmental attitudes and behaviours of children and their parents: A qualitative case study

Playgroups inspire pro-environmental attitudes and behaviors for both children and their caregivers

Mintoff, Z., Andersen, P., Warren, J., Elliott, S., Nicholson, C., Byfield-Fleming, H., Barber, F., (2023). The effectiveness of a community-based playgroup in inspiring positive changes in the environmental attitudes and behaviours of children and their parents: A qualitative case study. Australian Journal of Environmental Education

Environmental self-identity partially mediates the effects of exposure and connection to nature on urban children’s conservation behaviours

Children’s environmental self-identities, and connectedness to nature, are central to their environmental behaviors

Keith, R. J., Given, L. M., Martin, J. M., Hochuli, D. F., (2022). Environmental self-identity partially mediates the effects of exposure and connection to nature on urban children’s conservation behaviours. Current Research in Ecological and Social Psychology, 3

Eco-capabilities: Arts-in-nature for supporting nature visibilisation and wellbeing in children

An arts-in-nature program helps children connect with nature and appreciate nature’s contribution to their own wellbeing

Walshe, N., Perry, J., Moula, Z., (2023). Eco-capabilities: Arts-in-nature for supporting nature visibilisation and wellbeing in children. Sustainability, 15(16)

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)

Empathy capacity-building through a community of practice approach: Exploring perceived impacts and implications

A community of practice approach can enhance educators’ capacity for developing young children’s empathy for nature

Ernst, J., Underwood, C., Wojciehowski, M., Nayquonabe, T., (2024). Empathy capacity-building through a community of practice approach: Exploring perceived impacts and implications. Journal of Zoological and Botanical Garden, 5, 395-415.

Children’s pro-environmental behaviour: A systematic review of the literature

Review identifies internal and external factors underlying children’s development of pro-environmental behaviors

Liu, J., Green, J., (2024). Children’s pro-environmental behaviour: A systematic review of the literature. Resources, Conservation & Recycling, 205

Nature connection in adulthood: The role of childhood nature experiences

Childhood nature experiences are associated with stronger nature connections in adulthood

Barrable, A., Friedman, S., Beloyianni, V., (2024). Nature connection in adulthood: The role of childhood nature experiences. People and Nature, 6(4)

A toolkit of biophilic interventions for existing schools to enhance student and faculty health and performance

Study identifies impactful and affordable biophilic design strategies for existing K-12 schools

Leif, K., Loftness, V., (2024). A toolkit of biophilic interventions for existing schools to enhance student and faculty health and performance. Architecture, 4, 445–456.

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.

Youth visions in a changing climate: Emerging lessons from using immersive and arts-based methods for strengthening community-engaged research with urban youth

Participatory research approaches can engage urban youth in working towards ecological resilience

Sitas, N., Selomane, O., Atkins, F., Hlongwane, E., Fanana, S., Wigley, T., Boulle, T., (2022). Youth visions in a changing climate: Emerging lessons from using immersive and arts-based methods for strengthening community-engaged research with urban youth. Gateways: International Journal of Community Research and Engagement, 15(2)

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.

Navigating approaches to “thinking with”: A discussion of the practicalities of posthuman research involving young children

Forest school research highlights 3 post-humanist approaches to study child-nature relationships

Boileau, B. Y. S., (2024). Navigating approaches to “thinking with”: A discussion of the practicalities of posthuman research involving young children. Australian Journal of Environmental Education, 40, 216–230.

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

Attending 12 weekly sessions of Forest School sessions improves mood and cooperation in 7–8- year-old children

Forest School participation is beneficial for children’s mood and cooperation.

Hepworth, A., Haddad, H., Edmonds, C. J., (2024). Attending 12 weekly sessions of Forest School sessions improves mood and cooperation in 7–8- year-old children. Journal of Adventure Education and Outdoor Learning

Supporting young children’s self-regulation through nature-based practices in preschool

Nature-based practices may help children from disadvantaged backgrounds develop self-regulation and attention skills

Ernst, J., Stelley, H., (2024). Supporting young children’s self-regulation through nature-based practices in preschool. Behavioral Sciences, 14

Children’s moral judgments and reasoning regarding environmentally harmful behaviors: Variation by victim type and moderation effect of connectedness to nature

Connectedness to nature affects children’s understanding and interpretation of environmentally harmful behaviors

Hye-Jung, C., Naya, C., (2024). Children’s moral judgments and reasoning regarding environmentally harmful behaviors: Variation by victim type and moderation effect of connectedness to nature. Journal of Environmental Psychology

“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.

Painting trees in the wind: socio-material ambiguity and sustainability politics in early childhood education with refugee children in Denmark

An art activity with immigrant children, promoting simultaneous immersion in and detachment from nature, questions dominant early childhood pedagogy in Denmark

Jørgensen, N. J., Martiny-Bruun, A., (2020). Painting trees in the wind: socio-material ambiguity and sustainability politics in early childhood education with refugee children in Denmark. Environmental Education Research, 26(9-10), 1406-1419.

Effects of an art-based environmental education camp program on the environmental attitudes and awareness of diverse youth

At worst, arts-based environmental education is just as good as conventional environmental education

Staples, A. F., Larson, L. R., Worsley, T., Green, G. T., Carroll, J. P., (2019). Effects of an art-based environmental education camp program on the environmental attitudes and awareness of diverse youth. The Journal of Environmental Education, 50(3), 208-222 .

Seeing the forest through the trees: at the intersection of Forest Kindergartens and art-based environmental education

Art-based environmental education can provide empowering opportunities for children to make their own ecological discoveries

Hunter-Doniger, T., (2021). Seeing the forest through the trees: at the intersection of Forest Kindergartens and art-based environmental education. Journal of Adventure Education and Outdoor Learning, 21(3), 217-229.

Enhancing preschoolers’ creativity through art-based environmental education for sustainability

Art-based environmental education engages young children’s creative thinking around sustainability issues

Kalafati, M., Flogaiti, E., Daskolia, M., (2025). Enhancing preschoolers’ creativity through art-based environmental education for sustainability. Environmental Education Research, 31(1), 46-73.

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.

Eco-Capabilities as a Pathway to Wellbeing and Sustainability

Arts in nature can strengthen economically disadvantaged students’ well-being and environmentally sustainable behaviors

Walshe, N., Moula, Z., Lee, E., (2022). Eco-Capabilities as a Pathway to Wellbeing and Sustainability. Sustainability, 14(3582)

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

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.

Wilding pedagogies: Impact of an in-service teacher training in Greece with nature as co-teacher

Greek teachers shift toward ecocentric environmental education through wild pedagogical teacher training

Theodosaki, Z., Georgopoulos, A., Gavrilakis, C., (2025). Wilding pedagogies: Impact of an in-service teacher training in Greece with nature as co-teacher. Australian Journal of Environmental Education

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, 1386-1399 .

Wild pedagogies and young children through the mosaic approach

Wild pedagogies supported children’s agency and relationships with place

Beattie, E. A., Scott, S., Adler, D., (2025). Wild pedagogies and young children through the mosaic approach. Australian Journal of Environmental Education, 41, 249–260.

In search of eco-democracy: Education for mutually beneficial flourishing

Eco-democracy in environmental education could contribute to mutually beneficial flourishing

Blenkinsop, S., Wilhelmsson, L., (2025). In search of eco-democracy: Education for mutually beneficial flourishing. Australian Journal of Environmental Education, 41, 325–337.

Transforming pedagogical landscapes in the Anthropocene: perspectives on more-than-human agency and nature as a co-teacher in vernacular way

Educators’ respectful relationships with nature can center nature as a co-teacher and acknowledge the agency of the more-than-human world

Kondo, J., Baars, R. C., (2025). Transforming pedagogical landscapes in the Anthropocene: perspectives on more-than-human agency and nature as a co-teacher in vernacular way. Environmental Education Research, 31(8), 1658-1673.

Early childhood educators’ professional learning for sustainability through action research in Australian immersive nature play programmes

Early childhood educators' shifts towards relational pedagogies acknowledged nature's rights and agency

Hughes, F., (2023). Early childhood educators’ professional learning for sustainability through action research in Australian immersive nature play programmes. Educational Research for Social Change, 12(1), 69-83.

Children’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 Learning

An exploratory study of preschool children at forest schools and traditional nurseries in Portugal and the UK

Preschoolers who attend forest school may experience greater enjoyment of nature, fewer negative emotions, and better emotional regulation

Pina, M., Edmonds, C. J., (2025). An exploratory study of preschool children at forest schools and traditional nurseries in Portugal and the UK. International Journal of Early Years Education

Journeys through forest school: a model for understanding diverse educational experiences of children

Theoretical model suggests that forest school can meet the unique needs of each student

Harris, F., (2026). Journeys through forest school: a model for understanding diverse educational experiences of children. Environmental Education Research, 32(2), 418-431.

Unearthing forest pedagogies: Autoethnographic encounters within critical forest studies

Children’s and parents’ forest school encounters reveal a forest-led pedagogy

Chartrand, M., (2026). Unearthing forest pedagogies: Autoethnographic encounters within critical forest studies. Australian Journal of Environmental Education