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

“We are all interconnected.”: Relationships and hierarchies among preschool teachers’ conceptions of early childhood education for sustainability

Pre-school teachers connect sustainability in education to the care and protection of our world

Navarrete, A. M. L., (2025). “We are all interconnected.”: Relationships and hierarchies among preschool teachers’ conceptions of early childhood education for sustainability. Journal of Early Childhood Research

Discussing mental health benefits for teachers participating in outdoor education in Canada: a conceptual analysis and future research directions

Outdoor education contributes to educators’ mental health, professional development, and self-care

Barker, C., Chisholm, N., Foran, A., (2024). Discussing mental health benefits for teachers participating in outdoor education in Canada: a conceptual analysis and future research directions. Journal of Adventure Education and Outdoor Learning

Schoolyards greening for connecting people and nature: An example of nature-based solutions?

Green schoolyards are an effective nature-based solution that can bolster human-nature relationships and contribute to ecological health

Blanc, N., Clauzel, C., About, C., Riché, A., Gippet, M., Bortolamiol, S., (2025). Schoolyards greening for connecting people and nature: An example of nature-based solutions?. Urban Sustainability, 5(64)

‘Can we see our voices?’ Young children’s own contributions to authentic child participation as a pillar for sustainability under the United Nations Convention on the Rights of the Child (UNCRC)

A child rights-based participatory approach to climate education should support children’s authentic and meaningful participation

Ranta, M., (2023). ‘Can we see our voices?’ Young children’s own contributions to authentic child participation as a pillar for sustainability under the United Nations Convention on the Rights of the Child (UNCRC). European Early Childhood Education Research Journal, 31(6), 914-931.

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.

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