Effects of childhood setting and interaction with nature on academic performance in introductory college-level course in the environmental sciences

Growing up in rural settings and having prior interactions with nature is associated with better academic performance in college environmental science courses

Spero, M.A., Balster, N.J., Bajcz, A.W., (2019). Effects of childhood setting and interaction with nature on academic performance in introductory college-level course in the environmental sciences. Environmental Education Research, 25(3), 422-442.

Mental, physical and social health benefits of immersive nature-experiences for children and adolescents: A systematic review and quality assessment of the evidence

Immersive nature-experiences are linked to positive changes in children's mental, physical, and social health

Mygind, L., Kjeldsted, E., Hartmeyer, R., Mygind, E., Bølling, M., Bents, P., (2019). Mental, physical and social health benefits of immersive nature-experiences for children and adolescents: A systematic review and quality assessment of the evidence. Health & Place, 58

The psychological and social benefits of a nature experience for children: A preliminary investigation

Spending time in nature has psychological, social, and pro-environmental benefits for children

Dopko, R.L., Capaldi, C.A., Zelenski, J.M., (2019). The psychological and social benefits of a nature experience for children: A preliminary investigation. Journal of Environmental Psychology, 63, 134-138.

Nature-based interventions for improving health and wellbeing: The purpose, the people and the outcomes

Nature–based health interventions take a variety of forms, are designed around a range of health and well-being goals, and target different groups of people

Shanahan, D.F., Astell–Burt, T., Barber, E.A., Brymer, E., Cox, D.T.C., Dean, J., Depledge, M., Fuller, R.A., Hartig, T., Irvine, K.N., Jones, A., Kikillus, H., Lovell, R., Mitchell, R., Niemela, J., (2019). Nature-based interventions for improving health and wellbeing: The purpose, the people and the outcomes. Sports, 7(6)

Partners through playgrounds: Building a play community

With limited funds, a community-based effort transforms a traditional playground into a naturalized setting supportive of enhanced play and learning

Moran, M.J., Brookshire, R.A., Coe, D.P., Flynn, J.O., Shideler, M.G., (2019). Partners through playgrounds: Building a play community. Children, Youth and Environments, 29(1), 153-163.

Teacher and student perceptions of an outdoor classroom

Students with and without special needs and their teachers share positive perceptions of learning in an outdoor classroom

Guardino, C., Hall, K.W., Largo-Wight, E., Hubbuch, C., (2019). Teacher and student perceptions of an outdoor classroom. Journal of Outdoor and Environmental Education, 22(2), 113-126.

Relationships between vegetation in student environments and academic achievement across the continental U.S.

Designing urban vegetation to effectively support academic performance requires an understanding of the social and environmental context of the community

Hodson, C.B., Sander, H.A., (2019). Relationships between vegetation in student environments and academic achievement across the continental U.S.. Landscape and Urban Planning, 189, 212-224.

Impacts of outdoor environmental education on teacher reports of attention, behavior, and learning outcomes for students with emotional, cognitive, and behavioral disabilities

Students with special needs demonstrated longer attention spans and fewer disruptive behaviors while participating in outdoor learning activities

Szczytko, R., Carrier, S.J., Stevenson, K.T., (2018). Impacts of outdoor environmental education on teacher reports of attention, behavior, and learning outcomes for students with emotional, cognitive, and behavioral disabilities. Frontiers in Psychology, 3

Nature and mental health: An ecosystem service perspective

An ecosystem service perspective may help decision makers anticipate the mental health impacts of decisions they make relating to the environment

Bratman, G.N., Anderson, C.B., Berman, M.C., Cochran, B., de Vries, S., Flanders, J., Folke, C., Frumkin, H., Gross, J.J., Hartig, T., Kahn, P.H., Kuo, M., Lawler, J.J., Levin, P.S., Lindahl, T., (2019). Nature and mental health: An ecosystem service perspective. Science Advances, 5

Young children's contributions to sustainability: The influence of nature play on curiosity, executive function skills, creative thinking, and resilience

Nature play can contribute dispositions and skills relevant to sustainability

Ernst, J., Burcak, F., (2019). Young children's contributions to sustainability: The influence of nature play on curiosity, executive function skills, creative thinking, and resilience. Sustainability, 11(15)

Greening of daycare yards with biodiverse materials affords well-being, play and environmental relationships

Playspaces with diverse vegetation and environmental microbiota are not only safe, but also provide rich opportunities for creative play and learning

Puhakka, R., Rantala, O., Roslund, M.I., Rajaniemi, J., Laitinen, O.H., Sinkkonen, A., ADELE Research Group, (2019). Greening of daycare yards with biodiverse materials affords well-being, play and environmental relationships. International Journal of Environmental Research and Public Health, 16(16)

Nature-based education and kindergarten readiness: Nature-based and traditional preschoolers are equally prepared for kindergarten

Children in nature-based and traditional preschools are equally prepared for kindergarten

Cordiano, T.S., Lee, A., Wilt, J., Elszasz, A., Damour, L.K., Russ, S.W., (2019). Nature-based education and kindergarten readiness: Nature-based and traditional preschoolers are equally prepared for kindergarten. International Journal of Early Childhood Environmental Education, 6(3), 18-36.

Rethinking learning? Challenging and accommodating neoliberal educational agenda in the integration of Forest School into mainstream educational settings

Learning outside the classroom can help children develop important skills for future success in the workplace

Pimlott-Wilson, H., Coates, J., (2019). Rethinking learning? Challenging and accommodating neoliberal educational agenda in the integration of Forest School into mainstream educational settings. The Geographical Journal, 185(3), 268-278.

Learning while playing: Children's Forest School experiences in the UK

The blending of Forest School with formal education can promote skills not typically addressed in a classroom-only setting

Coates, J.K., Pimlott-Wilson, H., (2019). Learning while playing: Children's Forest School experiences in the UK. British Educational Research Journal, 45(1), 21-40.

‘Winter children’: An ethnographically inspired study of children being-and-becoming well-versed in snow and ice

Play in/with snow and ice provides opportunities for children to develop knowledge and skills regarding who they are and who they can become

Sanderud, J.R., Gurholt, K.P., Moe, V.F., (2019). ‘Winter children’: An ethnographically inspired study of children being-and-becoming well-versed in snow and ice. Sport, Education and Society

Naturalized versus traditional school grounds: Which elements do students prefer and why

Students prefer school grounds with biodiverse, "tidy" vegetation over paved ones

Lindemann-Matthies, P., Kohler, K., (2019). Naturalized versus traditional school grounds: Which elements do students prefer and why. Urban Forestry & Urban Greening, 46

We are wilderness explorers: A review of outdoor education in Canada

Outdoor education in Canada generally focuses on the country’s history, environmental knowledge, outdoor-living skills, and personal growth

Purc-Stephenson, R.J., Rawleigh, M. H., Kemp, H., Asfeldt, M., (2019). We are wilderness explorers: A review of outdoor education in Canada. Journal of Experiential Education, 42(4), 364-381.

Utilising place-based learning through local contexts to develop agents of change in Early Childhood Education for Sustainability

Place-based learning can help young children develop a sustainability perspective

Boyd, D., (2019). Utilising place-based learning through local contexts to develop agents of change in Early Childhood Education for Sustainability. Education 3-13, 47(8), 983-997.

Human-nature relationships in context. Experiential, psychological, and contextual dimensions that shape children’s desire to protect nature

The experiential aspects of saving animals can enhance children’s appreciation and understanding of animals, nature, and nature conservation.

Giusti, M., (2019). Human-nature relationships in context. Experiential, psychological, and contextual dimensions that shape children’s desire to protect nature. PLoS ONE, 14(12)

Effects of a school based intervention on children’s physical activity and healthy eating: A mixed-methods study

School-based gardening showed small impact on children’s physical activity, knowledge of nutrition, and willingness to try new fruits.

Khan, M., Bell, R., (2019). Effects of a school based intervention on children’s physical activity and healthy eating: A mixed-methods study. International Journal of Environmental Research and Public Health

Psychological benefits of a biodiversity-focussed outdoor learning program for primary school children

Making outdoor learning a regular part of school curricula could be an inexpensive way to improve children's psychological wellbeing

Harvey, D.J., Montgomery, L.N., Harvey, H., Hall, F., Gange, A.C., Watling, D., (2020). Psychological benefits of a biodiversity-focussed outdoor learning program for primary school children. Journal of Environmental Psychology, 67

A residential camp's impact on youths' leadership skills and natural resource knowledge

Residential natural resource camps may enhance campers’ perception of their leadership skills and increase their ecological knowledge

Frey, S.N., Parent, V., (2019). A residential camp's impact on youths' leadership skills and natural resource knowledge. Journal of Youth Development, 14(4), 101-117.

Rewilding education? Exploring an imagined and experienced outdoor learning space

Transforming a school’s outdoor space can influence and shift its practices and culture

Bates, C., (2020). Rewilding education? Exploring an imagined and experienced outdoor learning space. Children's Geographies, 18(3)

Muddy knees and muddy needs: Parents perceptions of outdoor learning

Parents and teachers have different ideas about the value of outdoor learning

Parsons, K.J., Traunter, J., (2019). Muddy knees and muddy needs: Parents perceptions of outdoor learning. Children's Geographies

Can an outdoor learning environment improve children’s academic attainment? A quasi-experimental mixed methods study in Bangladesh

Outdoor learning can enhance the academic achievement of students in developing countries

Khan, M., McGeown, S., Bell, S., (2019). Can an outdoor learning environment improve children’s academic attainment? A quasi-experimental mixed methods study in Bangladesh. Environment and Behavior

Effect and process evaluation of a real-world school garden program on vegetable consumption and its determinants in primary schoolchildren

Quality of implementation played a role in the effectiveness of a school garden program

Huys, N., Cardon, G., De Craemer, M., Hermans, N., Renard, S., Roesbeke, M., Stevens, W., De Lepeleere, S., Deforche, B., (2019). Effect and process evaluation of a real-world school garden program on vegetable consumption and its determinants in primary schoolchildren. PLoS One, 14(3)

Children’s education in ‘good’ nature: Perceptions of activities in nature spaces in mobile preschools

The "good" education in nature seems to mean different things for different children in some mobile preschools

Harju, A., Balldin, J., Ladru, D.E., Gustafson, K, (2020). Children’s education in ‘good’ nature: Perceptions of activities in nature spaces in mobile preschools. Global Studies of Childhood

The impacts of unstructured nature play on health in early childhood development: A systematic review

Nature play may positively impact children’s health and development, particularly in the areas of physical activity and cognitive development

Dankiw, K.A., Tsiros, M.D., Baldock, K.L., Kumar, S., (2020). The impacts of unstructured nature play on health in early childhood development: A systematic review. PLoS ONE, 15(2)

Assessing nature connection and wellbeing during an experiential environmental program

Experiential nature programs may be effective in promoting both the psychological wellbeing and nature connectedness of children

Hinds, J., O'Malley, S., (2019). Assessing nature connection and wellbeing during an experiential environmental program. Children, Youth and Environments, 29(2), 92-107.

“And it made me feel good inside”: Initial evidence and future methods for evaluating nature school effectiveness

Different methods used to evaluate a nature education program highlight growth in cognitive, social, environmental, and physical domains

Volpe, M., Derr, V., Kim, S., (2019). “And it made me feel good inside”: Initial evidence and future methods for evaluating nature school effectiveness. Children, Youth and Environments, 29(2), 5-26.

Implementing ecopedagogy as an experiential approach to decolonizing science education

Ecopedagogies empower urban youth to critically examine issues of environmental justice in their community

Zocher, J.L., Hougham, R.J., (2020). Implementing ecopedagogy as an experiential approach to decolonizing science education. Journal of Experiential Education

Nature Mentors: A program to encourage outdoor activity and nature engagement among urban youth and families

Nature Mentors is a program designed to promote ongoing nature engagement among urban youth

Hackett, K.A., Ziegler, M.C., Olson, J.A., Bizub, J., Stolley, M., Szabo, A., Heller, E., Beyer, K.M.M., (2021). Nature Mentors: A program to encourage outdoor activity and nature engagement among urban youth and families. Journal of Adventure Education and Outdoor Learning, 21(1), 35-52.

Increasing Nature Connection in Children: A Mini Review of Interventions

Participant age and length of intervention influence nature connection outcomes of environmental programs

Barrable, A., Booth, D., (2020). Increasing Nature Connection in Children: A Mini Review of Interventions. Frontiers in Psychology, 11

Refocusing environmental education in the early years: A brief introduction to a pedagogy for connection

Early childhood environmental education should place connectedness to nature at the center and have environmental protection as its goal

Barrable, A., (2019). Refocusing environmental education in the early years: A brief introduction to a pedagogy for connection. Education Sciences, 9(1)

An analysis of the educational and health-related benefits of nature-based environmental education in low-income Black and Hispanic children

Nature-based environmental education programs may improve health-related quality of life and STEM capacity in low-income Black and Hispanic youth

Sprague, N., Berrigan, D., Ekenga, C.C., (2020). An analysis of the educational and health-related benefits of nature-based environmental education in low-income Black and Hispanic children. Health Equity, 4(1), 198-210.

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.

Nature relatedness in student teachers, perceived competence and willingness to teach outdoors: An empirical study

Student teachers’ nature connectedness and their perceived competence and willingness to teach outdoors are positively associated

Barrable, A., Lakin, L., (2020). Nature relatedness in student teachers, perceived competence and willingness to teach outdoors: An empirical study. Journal of Adventure Education and Outdoor Learning, 20(3), 189-201.

Childhood nature connection and constructive hope: A review of research on connecting with nature and coping with environmental loss

Research on connection with nature and coping with environmental change can benefit from integration

Chawla, L., (2020). Childhood nature connection and constructive hope: A review of research on connecting with nature and coping with environmental loss. People and Nature

'That's given me a bit more hope' - adolescent girls' experiences of Forest School

Forest School improves mental health and well-being according to adolescent girls with mental health risk factors

Manner, J., Doi, L., Laird, Y., (2020). 'That's given me a bit more hope' - adolescent girls' experiences of Forest School. Children's Geographies

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

Partnering for outdoor play: A case study of forest and nature school programming in the context of licensed child care in Ottawa, Ontario

Collaborative efforts between organizations can make forest and nature school opportunities available to more children

Niblett, B., Hiscott, K., Power, M., McFarlane, H., (2020). Partnering for outdoor play: A case study of forest and nature school programming in the context of licensed child care in Ottawa, Ontario. Canadian Journal of Environmental Education, 23(2), 67-85.

How and why did outdoor play become a central focus of Scottish early learning and care policy

Case study reveals opportunities and barriers to the implementation of outdoor play programs in Scotland

Perlman, M., Howe, N., Bergeron, C., (2020). How and why did outdoor play become a central focus of Scottish early learning and care policy. Canadian Journal of Environmental Education, 23(2), 46-66.

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.