"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

‘A new adventure’: A case study of autistic children at Forest School

Children with autism experience benefits and challenges during Forest School sessions

Friedman, S., Gibson, J., Jones, C., Hughes, C., (2022). ‘A new adventure’: A case study of autistic children at Forest School. Journal of Adventure Education and Outdoor Learning

“You don’t wanna teach little kids about climate change”: Beliefs and barriers to sustainability education in early childhood

Sustainability education at nature-based preschools in the United States is limited

Ginsburg, J.L., Audley, S., (2020). “You don’t wanna teach little kids about climate change”: Beliefs and barriers to sustainability education in early childhood. International Journal of Early Childhood Environmental Education, 7(3), 42-60.

Affordances of small animals for young children: A path to environmental values of care

Affordances of small animals may promote sustainability goals for young children

Lerstrup, I., Chawla, L., Heft, H., (2021). Affordances of small animals for young children: A path to environmental values of care. International Journal of Early Childhood Environmental Education, 9(1), 58-76.

Effects 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, 1217-1254.

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, 83

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

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

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)

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.

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.

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 Psychology

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

The 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, 235

Associations 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, 19

Systematic 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, 20

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.

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, 206

Nature 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, 13

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)

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, 85

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

Outcomes 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, 479–492.

The biophilic school: A critical synthesis of evidence-based systematic literature reviews

Biophilic design can make schools healthier places for teaching and learning

Fisher, K., (2024). The biophilic school: A critical synthesis of evidence-based systematic literature reviews. Architecture, 4, 457-478.

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.

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.

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

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

Biophilic campus: An emerging planning approach for a sustainable innovation-conducive university

A theoretical framework for university campus design intertwines biophilia, sustainability and innovative learning opportunities

Abdelaal, M. S., (2019). Biophilic campus: An emerging planning approach for a sustainable innovation-conducive university. Journal of Cleaner Production, 215, 1445-1456.

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

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 .

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)

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.

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.

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)