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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),Youth visions in a changing climate: Emerging lessons from using immersive and arts-based methods for strengthening community-engaged research with urban youth
Participatory research approaches can engage urban youth in working towards ecological resilience
Sitas, N., Selomane, O., Atkins, F., Hlongwane, E., Fanana, S., Wigley, T., Boulle, T., (2022). Youth visions in a changing climate: Emerging lessons from using immersive and arts-based methods for strengthening community-engaged research with urban youth. Gateways: International Journal of Community Research and Engagement, 15(2)Participatory action research for primate conservation: A critical analysis of a nonformal education program in Southern Mexico
Conservation education may benefit from incorporating participatory action research principles
Franquesa‐Soler, M., Sales, L. J., Rivera, E. S., (2022). Participatory action research for primate conservation: A critical analysis of a nonformal education program in Southern Mexico. American Journal of Primatology, 85(5)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,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),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 EducationBiophilic 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,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 PsychologyTurning 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),“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,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),Effects of an art-based environmental education camp program on the environmental attitudes and awareness of diverse youth
At worst, arts-based environmental education is just as good as conventional environmental education
Staples, A. F., Larson, L. R., Worsley, T., Green, G. T., Carroll, J. P., (2019). Effects of an art-based environmental education camp program on the environmental attitudes and awareness of diverse youth. The Journal of Environmental Education, 50(3),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),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),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),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 ResearchEffects 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),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),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),“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 ResearchWilding pedagogies: Impact of an in-service teacher training in Greece with nature as co-teacher
Greek teachers shift toward ecocentric environmental education through wild pedagogical teacher training
Theodosaki, Z., Georgopoulos, A., Gavrilakis, C., (2025). Wilding pedagogies: Impact of an in-service teacher training in Greece with nature as co-teacher. Australian Journal of Environmental EducationThe 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),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,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, 104Leveling 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 PromotionSchool-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, 7Discussing 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 LearningA systematic review of the impacts of nature exposure on the nervous system in children and youth: Implications for nature-based learning
Exposure to nature promotes a state of relaxed alertness, improved attentional processing, and optimal cognitive resource allocation for children and adolescents
Quintela Do Carmo, G., Ayotte-Beaudet, J., Jordan, C., (2025). A systematic review of the impacts of nature exposure on the nervous system in children and youth: Implications for nature-based learning. Journal of Environmental PsychologyEffect 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,‘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),Wild pedagogies and young children through the mosaic approach
Wild pedagogies supported children’s agency and relationships with place
Beattie, E. A., Scott, S., Adler, D., (2025). Wild pedagogies and young children through the mosaic approach. Australian Journal of Environmental Education, 41,In search of eco-democracy: Education for mutually beneficial flourishing
Eco-democracy in environmental education could contribute to mutually beneficial flourishing
Blenkinsop, S., Wilhelmsson, L., (2025). In search of eco-democracy: Education for mutually beneficial flourishing. Australian Journal of Environmental Education, 41,Transforming pedagogical landscapes in the Anthropocene: perspectives on more-than-human agency and nature as a co-teacher in vernacular way
Educators’ respectful relationships with nature can center nature as a co-teacher and acknowledge the agency of the more-than-human world
Kondo, J., Baars, R. C., (2025). Transforming pedagogical landscapes in the Anthropocene: perspectives on more-than-human agency and nature as a co-teacher in vernacular way. Environmental Education Research, 31(8),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),“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),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, 109Children’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 LearningUnearthing 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 EducationMADE POSSIBLE WITH SUPPORT FROM:
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