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

The benefits of school recess: A Systematic Review

School recess supports an array of academic, cognitive, behavior and emotional, physical health, and social well-being benefits

Hodges, V. C., Centeio, E. E., Morgan, C. F., (2022). The benefits of school recess: A Systematic Review. Journal of School Health, 92(10), 959-967.

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 .

Leveling the Playing Field: Opportunities for School Recess to Promote Wellness and Reduce Disparities in Elementary School Children

Students in lower-income communities tend to have less daily recess and are at greater risk of having recess withheld

Konduru, D., Lowrey, K. M., Hager, E. R., (2025). Leveling the Playing Field: Opportunities for School Recess to Promote Wellness and Reduce Disparities in Elementary School Children. American Journal of Health Promotion

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)

Effect of nature on the mental health and well-being of children and adolescents: meta-review

Meta-review highlights the need for high-quality research to strengthen the evidence of nature’s impact on mental health and well-being

Lomax, T., Butler, J., Cirpriani, A., Singh, I., (2024). Effect of nature on the mental health and well-being of children and adolescents: meta-review. The British Journal of Psychiatry, 225, 401–409.

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.

“When I’m playing with him, everything else in my life sort of falls away”: exploring grandparents’ and grandchildren’s learning through outdoor play

Grandparent-grandchild outdoor play enriches learning and appreciation of nature for both generations

Duflos, M., Hussaina, H., Brussoni, M., (2025). “When I’m playing with him, everything else in my life sort of falls away”: exploring grandparents’ and grandchildren’s learning through outdoor play. Journal of Adventure Education and Outdoor Learning, 25(2), 319–332.

The family-nature-school success pathway: Longitudinal mediation by nature contact and moderation by residential green space

Increased nature contact explains the relationship between family members’ positive attitudes toward nature and improved learning outcomes among urban children in China

Zhang, J., Yang, X., Qi, Y., Yu, X., Chen, Y., (2026). The family-nature-school success pathway: Longitudinal mediation by nature contact and moderation by residential green space. Journal of Environmental Psychology, 109

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