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Nature and children's health: A systematic review
Positive associations between nature contact and children’s health supports advocacy for equitable nature access
Fyfe-Johnson, A. L., Hazlehurst, M. F., Perrins, S. P., Bratman, G. N., Thomas, R., Garrett, K. A., Hafferty, K. R., Cullaz, T. M., Marcuse, E. K., Tandon, P. S., (2021). Nature and children's health: A systematic review. Pediatrics, 148(4)Finnish student teachers’ ideas of outdoor learning
Finnish student teachers’ ideas align with reforms promoting sustainability and outdoor learning
Ratinen, I., Sarivaara, E., Kuukkanen, P., (2021). Finnish student teachers’ ideas of outdoor learning. Journal of Adventure Education and Outdoor LearningGreen schoolyard renovations in low‐income urban neighborhoods: Benefits to students, schools, and the surrounding community
Green schoolyards may be “particularly powerful drivers of health equity by promoting well‐being at the level of the individual, school, and community.”
Bohnert, A. M., Nicholson, L. M., Mertz, L., Bates, C. R., Gerstein, D. E., (2021). Green schoolyard renovations in low‐income urban neighborhoods: Benefits to students, schools, and the surrounding community. American Journal of Community Psychology,Pedagogies of outdoor spaces: An early childhood educator professional learning journey
Some early childhood educators may need extended professional development to help them appreciate the value of nature-rich environments for young children
Wishart, L., Rouse, E., (2019). Pedagogies of outdoor spaces: An early childhood educator professional learning journey. Early Child Development and Care, 189(14),Equally green? Understanding the distribution of urban green infrastructure across student demographics in four public school districts in North Carolina, USA
Schools can help mitigate environmental injustices suffered by low-income, high minority communities by increasing greenness on their property
Zhang, Z., Martin, K. L., Stevenson, K. T., Yao, Y., (2021). Equally green? Understanding the distribution of urban green infrastructure across student demographics in four public school districts in North Carolina, USA. Urban Forestry & Urban Greening, 67Use of gardening programs as an intervention to increase children’s visual-motor integration
Male preschoolers may respond especially well to gardening programs in developing visual-motor integration
Sommerfeld, A. J., McFarland, A., Waliczek, T. M., Zajicek, J., (2021). Use of gardening programs as an intervention to increase children’s visual-motor integration. HortTechnology, 31(5)Engaging school and family in Navajo gardening for health: Development of the Yéego intervention to promote healthy eating among Navajo children
Integrating Navajo traditions into the school’s nutrition and gardening lessons may help reduce obesity among Navajo children
Ornelas, I. J., Rudd, K., Bishop, S., Deschenie, D., Brown, E. Fred, Lombard, K., Beresford, S. A. A., (2021). Engaging school and family in Navajo gardening for health: Development of the Yéego intervention to promote healthy eating among Navajo children. Health Behavior and Policy Review, 8(3),Vegetation cover within and around schools in Santiago de Chile: Are schools helping to mitigate urban vegetation inequalities?
Schools in Santiago, Chile mimic the vegetation inequalities seen throughout the city
Fernández, I.C., Pérez-Silva, R., Villalobos-Araya, E., (2022). Vegetation cover within and around schools in Santiago de Chile: Are schools helping to mitigate urban vegetation inequalities?. Urban Forestry & Urban Greening, 70How 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, 120Getting out of the classroom and into nature: A systematic review of nature-specific outdoor learning on school children's learning and development
Nature-specific learning outside the classroom has measurable socio-emotional, academic and wellbeing benefits for school children across all ages
Mann, J., Gray, T., Truong, S., Brymer, E., Passy, R., Ho, S., Sahlberg, P., Ward, K., Bentsen, P., Curry, C., Cowper, R., (2022). Getting out of the classroom and into nature: A systematic review of nature-specific outdoor learning on school children's learning and development. Frontiers in Public Health, 10Nature-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, 19Nature-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 ResearchHow 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),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),Climate change and child health: a scoping review and an expanded conceptual framework
Climate change will have a detrimental direct and indirect impact on children’s health and wellbeing
Helldén, D., Andersson, C., Nilsson, M., Ebi, K. L., Friberg, P., Alfvén, T., (2021). Climate change and child health: a scoping review and an expanded conceptual framework. Lancet Planet Health, 5(3),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),"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, 6Effects of nature (greenspace) on cognitive functioning in school children and adolescents: a systematic review
Exposure to nature can enhance cognitive functioning in children and adolescents
Vella-Brodrick, D. A., Gilowska, K., (2022). Effects of nature (greenspace) on cognitive functioning in school children and adolescents: a systematic review. Educational Psychology Review, 34,School greenspace is associated with enhanced benefits of academic interventions on annual reading improvement for children of color in California
School greenspace may bolster the effects of instructional interventions for students with high academic support needs
Rahai, R., Wells, N. M., Evans, G. W., (2023). School greenspace is associated with enhanced benefits of academic interventions on annual reading improvement for children of color in California. Journal of Environmental Psychology, 83The 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),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),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, 79The 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 ResearchConnection 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, 4A 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),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),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,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),“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 EducationEnable, 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)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),Nature-based education for facilitating resilience and well-being among youth—A Nordic perspective
Nature-based education can promote resilience and well-being among youth
Hofman-Bergholm, M., (2024). Nature-based education for facilitating resilience and well-being among youth—A Nordic perspective. Education Sciences, 14(43)A greening theory of change: How neighborhood greening impacts adolescent health disparities
Neighborhood greening may improve adolescent health and reduce health disparities
Kondo, M. C., Locke, D., Hazer, M., Mendelson, T., Fix, R. L., Joshi, A., Latshaw, M., Fry, D., Mmari, K., (2024). A greening theory of change: How neighborhood greening impacts adolescent health disparities. American Journal of Community PsychologyFrom 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 ResearchThe association between natural environments and childhood mental health and development: A systematic review and assessment of different exposure measurements
Children’s exposure to natural environments is associated with positive mental health outcomes but the overall evidence is limited by methodological differences
Davis, Z., Guhn, M., Jarvis, I., Jarrett, M., Nesbitt, L., Oberlander, T., Sbihi, H., Su, J., van den Bosch, M., (2021). The association between natural environments and childhood mental health and development: A systematic review and assessment of different exposure measurements. International Journal of Hygiene and Environmental Health, 235Associations between nature exposure and health: A review of the evidence
Nature is connected to a wide array of health benefits for children and youth
Jimenez, M. P., DeVille, N. V., Elliott, E. G., Schiff, J. E., Wilt, G. E., Hart, J. E., James, P., (2021). Associations between nature exposure and health: A review of the evidence. International Journal of Environmental Research and Public Health, 18(9)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, 19Systematic review: Neurodevelopmental benefits of active/passive school exposure to green and/or blue spaces in children and adolescents
Nature in the school environment supports children’s and adolescents’ healthy neurodevelopment
Díaz-Martínez, F., Sánchez-Sauco, M. F., Cabrera-Rivera, L. T., Ojeda Sánchez , C., Hidalgo-Albadalejo, M. D., Claudio, L., Ortega-García, J. A., (2023). Systematic review: Neurodevelopmental benefits of active/passive school exposure to green and/or blue spaces in children and adolescents. International Journal of Environmental Research and Public Health, 20Teacher 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)Does exposure to greenness improve children’s neuropsychological development and mental health? A Navigation Guide systematic review of observational evidence for associations
Children with more green space around their home, school, and neighborhood have better neuropsychological and mental health outcomes
Luque-García, L., Corrales, A., Lertxundi, A., Díaz, S., Ibarluzea, J., (2022). Does exposure to greenness improve children’s neuropsychological development and mental health? A Navigation Guide systematic review of observational evidence for associations. Environmental Research, 206Nature play in early childhood education: A systematic review and meta ethnography of qualitative research
Young children engage in higher quality play in nature than in non-nature settings
Prins, J., van der Wilt, F., van der Veen, C., Hovinga, D., (2022). Nature play in early childhood education: A systematic review and meta ethnography of qualitative research. Frontiers in Psychology, 13Is 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)Link of outdoor exposure in daycare with attentional control and academic achievement in adolescence: Examining cognitive and social pathways
Time spent outdoors in early childhood may offer long-term benefits for children’s social, cognitive, and academic functioning
Ulset, V. S., Borge, A. I. H., Vitaro, F., Brendgen, M., Bekkhus, M., (2023). Link of outdoor exposure in daycare with attentional control and academic achievement in adolescence: Examining cognitive and social pathways. Journal of Environmental Psychology, 85Bracing 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 SustainabilityThe 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, 156Outcomes of biophilic design for schools
Biophilic design interventions can enhance learning and improve teacher retention, student attendance and behavior
Browning, W., Determan, J., (2024). Outcomes of biophilic design for schools. Architecture, 4,MADE POSSIBLE WITH SUPPORT FROM:
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