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.

Impact of youth education on green stormwater infrastructure recommendations to increase equity and resilience in marginalized communities

Youth involvement in infrastructure planning in response to climate change can benefit both the youth and the community

Reckner, M., Tien, I., Smith, S., Omunga, P., Alemdar, M., Hyde, A., (2024). Impact of youth education on green stormwater infrastructure recommendations to increase equity and resilience in marginalized communities. Journal of Water Resources Planning and Management, 150(9)

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.

Connecting children to nature through the integration of Indigenous Ecological Knowledge into early childhood environmental education

Integrating Indigenous Ecological Knowledge into early childhood environmental education can deepen young children’s connectedness to nature

Acharibasam, J. B., McVittie, J., (2023). Connecting children to nature through the integration of Indigenous Ecological Knowledge into early childhood environmental education. Australian Journal of Environmental Education, 39, 349–361.

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.

Interdisciplinary nature journaling improves mood and helps build connection in middle school students

Nature journaling supports students’ well-being and environmental awareness

Arbor, R. N., Matteson, K., (2024). Interdisciplinary nature journaling improves mood and helps build connection in middle school students. Environmental Education Research, 37(4), 748-758.

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

Children’s moral judgments and reasoning regarding environmentally harmful behaviors: Variation by victim type and moderation effect of connectedness to nature

Connectedness to nature affects children’s understanding and interpretation of environmentally harmful behaviors

Hye-Jung, C., Naya, C., (2024). Children’s moral judgments and reasoning regarding environmentally harmful behaviors: Variation by victim type and moderation effect of connectedness to nature. Journal of Environmental Psychology

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 .

“It’s the only world we’ve got.” Children’s responses to Chris Jordan’s Images about SDG 14: Life below water

Environmental artworks can enhance children’s learning about sustainability

O'Gorman, L., (2024). “It’s the only world we’ve got.” Children’s responses to Chris Jordan’s Images about SDG 14: Life below water. Australian Journal of Environmental Education, 40, 693-705.

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)

Painting trees in the wind: socio-material ambiguity and sustainability politics in early childhood education with refugee children in Denmark

An art activity with immigrant children, promoting simultaneous immersion in and detachment from nature, questions dominant early childhood pedagogy in Denmark

Jørgensen, N. J., Martiny-Bruun, A., (2020). Painting trees in the wind: socio-material ambiguity and sustainability politics in early childhood education with refugee children in Denmark. Environmental Education Research, 26(9-10), 1406-1419.

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.

Enhancing preschoolers’ creativity through art-based environmental education for sustainability

Art-based environmental education engages young children’s creative thinking around sustainability issues

Kalafati, M., Flogaiti, E., Daskolia, M., (2025). Enhancing preschoolers’ creativity through art-based environmental education for sustainability. Environmental Education Research, 31(1), 46-73.

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.

Eco-Capabilities as a Pathway to Wellbeing and Sustainability

Arts in nature can strengthen economically disadvantaged students’ well-being and environmentally sustainable behaviors

Walshe, N., Moula, Z., Lee, E., (2022). Eco-Capabilities as a Pathway to Wellbeing and Sustainability. Sustainability, 14(3582)

The value of outdoor environmental education programs for girls and youth of color: cultivating positive dispositions toward science and the environment

Girls and youth of color experienced the largest gains in their dispositions toward science and the environment through participation in outdoor environmental education

Collins, M. A., Romero, V. F., Young, A., Dorph, R., Foreman, J., Strang, C., Pande, A., Laina, V., (2025). The value of outdoor environmental education programs for girls and youth of color: cultivating positive dispositions toward science and the environment. Environmental Education Research

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)

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

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 .

Differential effects of an urban outdoor environment on 4–5 year old children’s attention in school

Holding classes outdoors, even in urban settings, may support the attentional capacity of socio-economically disadvantaged children

Atkinson, M., Goldenberg, G., Dubiel, J., Wass, S., (2025). Differential effects of an urban outdoor environment on 4–5 year old children’s attention in school. Journal of Environmental Psychology, 104

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

School-based outdoor education and teacher subjective well-being: An exploratory study

School-based outdoor education is positively related to teachers’ subjective well-being

Deschamps, A., Scrutton, R., Ayotte-Beaudet, J., (2022). School-based outdoor education and teacher subjective well-being: An exploratory study. Frontiers, 7

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)