Does environmental education benefit environmental outcomes in children and adolescents? A meta-analysis

A synthesis of global research shows that environmental education is effective for children and adolescents, yet little is known about the conditions and approaches that make it effective.

van de Wetering, J., Leijten, P, Spitzer, J., Thomaes, S., (2022). Does environmental education benefit environmental outcomes in children and adolescents? A meta-analysis. Journal of Environmental Psychology

Nature-based early childhood education and children’s social, emotional and cognitive development: A mixed-methods systematic review

Nature-based early childhood education may support children’s growth in multiple areas of social, emotional, and cognitive development

Johnstone, A., Martin, A., Cordovil, R., Fjørtoft, I., Iivonen, S., Jidovtseff, B., Lopes, F., Reilly, J. J., Thomson, H., Wells, V., McCrorie, P., (2022). Nature-based early childhood education and children’s social, emotional and cognitive development: A mixed-methods systematic review. International Journal of Environmental Research and Public Health, 19

Nature-based instruction for science learning – a good fit for all: A controlled comparison of classroom versus nature

Nature-based instruction supports science learning for all students regardless of socioeconomic status

Faber Taylor, A., Butts-Wilmsmeyer, C., Jordan, C., (2022). Nature-based instruction for science learning – a good fit for all: A controlled comparison of classroom versus nature. Environmental Education Research

How does play in the outdoors afford opportunities for schema development in young children?

Loose parts in an outdoor environment can enhance children’s play and promote their holistic development.

Boulton, P., Thomas, A., (2022). How does play in the outdoors afford opportunities for schema development in young children?. International Journal of Play, 11(2), 184-201.

Naturally enough? Children, climate anxiety and the importance of hope

A pedagogy of hope encourages and supports children’s climate change activism

Buchanan, J., Pressick-Kilborn, K., Fergusson, J., (2021). Naturally enough? Children, climate anxiety and the importance of hope. The Social Educator, 39(3), 17-31.

From climate change victims to climate change actors: The role of eco-parenting in building mitigation and adaptation capacities in children

Eco-parenting promotes climate change mitigation and adaptation capacities in children

Nche, G. C., Achunike, H. C., Okoli, A. B., (2019). From climate change victims to climate change actors: The role of eco-parenting in building mitigation and adaptation capacities in children. The Journal of Environmental Education, 50(2), 131-144.

A systematic review of climate change education: giving children and young people a ‘voice’ and a ‘hand’ in redressing climate change

Providing innovative and participatory approaches for climate change education can empower children and young people

Rousell, D., Cutter-Mackenzie-Knowles, A., (2020). A systematic review of climate change education: giving children and young people a ‘voice’ and a ‘hand’ in redressing climate change. Children's Geographies, 18(2), 191-208.

Children environmental identity development in an Alaska native rural context

Rural Native children have a strong environmental identity promoted by their subsistence-based lifestyle

Green, C., (2017). Children environmental identity development in an Alaska native rural context. International Journal of Early Childhood, 49, 303–319 .

Diversity in outdoor education: Discrepancies in SEL across a school overnight program

Implicit bias may influence assessment results of SEL in a multicultural group of students

Germinaro, K., Jones, J. M., (2021). Diversity in outdoor education: Discrepancies in SEL across a school overnight program. Journal of Experiential Education

"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.

Tracking education for sustainable development in ECEC institutions’ annual plans

Early childhood teachers in Norway foster respect for the environment but do not address the social and economic dimensions of sustainable development

Meland, A. T., (2022). Tracking education for sustainable development in ECEC institutions’ annual plans. European Early Childhood Education Research Journal, 30(5 ), 791-805.

Preschool children’s agency in education for sustainability: The case of Sweden

The preschool curriculum in Sweden reflects children’s agency in education for sustainability

Borg, F., Samuelsson, I. P., (2022). Preschool children’s agency in education for sustainability: The case of Sweden. European Early Childhood Education Research Journal, 30(1), 147-163.

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.

Culturally inclusive early childhood education for sustainability: A comparative document analysis between Australian and Korean curricula

Cultural characteristics of different countries influence their understanding of sustainability

Kim, S., Dreamson, N., (2020). Culturally inclusive early childhood education for sustainability: A comparative document analysis between Australian and Korean curricula. European Early Childhood Education Research Journal, 28(5), 712-730.

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.

Revealing the research ‘hole’ of early childhood education for sustainability: A preliminary survey of the literature

Research on education for sustainable development has generally not included early childhood

Davis, J., (2009). Revealing the research ‘hole’ of early childhood education for sustainability: A preliminary survey of the literature. Environmental Education Research, 15(2), 227-241.

The autonomy-authority duality of shared decision-making in youth environmental action

Educators find that achieving a suitable balance between autonomy and authority in youth action projects is challenging

Schusler, T.M., Krasny, M.E., Decker, D.J., (2017). The autonomy-authority duality of shared decision-making in youth environmental action. Environmental Education Research, 23(4), 533-552.

How participatory processes impact children and contribute to planning: A case study of neighborhood design from Boulder, Colorado, USA

Participatory planning can have significant positive impacts on young people while also contributing valuable ideas to the planning processes

Derr, V., Kovács, I. G., (2017). How participatory processes impact children and contribute to planning: A case study of neighborhood design from Boulder, Colorado, USA. Journal of Urbanism: International Research on Placemaking and Urban Sustainability, 10(1), 29-48.

Beyond the ‘usual suspects’? Engaging children in diverse communities in co-producing an arboretum-meadow: Professional partner perspectives

Engaging children in the co-production of nature-based solutions can foster their connections to nature

Hoyle, H., Cottrill, W., (2023). Beyond the ‘usual suspects’? Engaging children in diverse communities in co-producing an arboretum-meadow: Professional partner perspectives. Urban Forestry & Urban Greening, 79

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)

‘Becoming-with bees’: Generating affect and response-abilities with the dying bees in early childhood education

A theatrical performance could be an effective tool for addressing sustainability issues in early childhood

Weldemariam, K., (2020). ‘Becoming-with bees’: Generating affect and response-abilities with the dying bees in early childhood education. Discourse: Studies in the Cultural Politics of Education, 41(3), 391-406.

Developing sense of place through a place-based Indigenous education for sustainable development curriculum

A sustainable development curriculum developed in collaboration with an Indigenous community increased students’ sense of place

Li, Wei-Ting, Shein, Paichi Pat, (2023). Developing sense of place through a place-based Indigenous education for sustainable development curriculum. Environmental Education Research, 29(5), 692-714.

“We should have held this in a circle”: White ignorance and answerability in outdoor education

Barriers to addressing settler colonialism in outdoor education programs include lack of understanding, fear, and adherence to white ignorance

Brooks, S. D., Sabzalian, L., Weiser-Nieto, R., Springer, S., (2023). “We should have held this in a circle”: White ignorance and answerability in outdoor education. The Journal of Environmental Education, 54(2), 114-131.

Cripping environmental education: Rethinking disability, nature, and interdependent futures

Cripping environmental education means disrupting the able-bodiedness within the field

Schmidt, J., (2022). Cripping environmental education: Rethinking disability, nature, and interdependent futures. Australian Journal of Environmental Education

“It was like I was not a person, it was like I was the nature”: The impact of arts-in-nature experiences on the wellbeing of children living in areas of high deprivation

Nature and art together can support the mental and emotional well-being of children in disadvantaged communities

Moula, Z., Walshe, N., Lee, E., (2023). “It was like I was not a person, it was like I was the nature”: The impact of arts-in-nature experiences on the wellbeing of children living in areas of high deprivation. Journal of Environmental Psychology, 90

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.

The effectiveness of a community-based playgroup in inspiring positive changes in the environmental attitudes and behaviours of children and their parents: A qualitative case study

Playgroups inspire pro-environmental attitudes and behaviors for both children and their caregivers

Mintoff, Z., Andersen, P., Warren, J., Elliott, S., Nicholson, C., Byfield-Fleming, H., Barber, F., (2023). The effectiveness of a community-based playgroup in inspiring positive changes in the environmental attitudes and behaviours of children and their parents: A qualitative case study. Australian Journal of Environmental Education

Environmental self-identity partially mediates the effects of exposure and connection to nature on urban children’s conservation behaviours

Children’s environmental self-identities, and connectedness to nature, are central to their environmental behaviors

Keith, R. J., Given, L. M., Martin, J. M., Hochuli, D. F., (2022). Environmental self-identity partially mediates the effects of exposure and connection to nature on urban children’s conservation behaviours. Current Research in Ecological and Social Psychology, 3

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)

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

Eco-capabilities: Arts-in-nature for supporting nature visibilisation and wellbeing in children

An arts-in-nature program helps children connect with nature and appreciate nature’s contribution to their own wellbeing

Walshe, N., Perry, J., Moula, Z., (2023). Eco-capabilities: Arts-in-nature for supporting nature visibilisation and wellbeing in children. Sustainability, 15(16)

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.

Children’s pro-environmental behaviour: A systematic review of the literature

Review identifies internal and external factors underlying children’s development of pro-environmental behaviors

Liu, J., Green, J., (2024). Children’s pro-environmental behaviour: A systematic review of the literature. Resources, Conservation & Recycling, 205

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)

Nature connection in adulthood: The role of childhood nature experiences

Childhood nature experiences are associated with stronger nature connections in adulthood

Barrable, A., Friedman, S., Beloyianni, V., (2024). Nature connection in adulthood: The role of childhood nature experiences. People and Nature, 6(4)

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

A toolkit of biophilic interventions for existing schools to enhance student and faculty health and performance

Study identifies impactful and affordable biophilic design strategies for existing K-12 schools

Leif, K., Loftness, V., (2024). A toolkit of biophilic interventions for existing schools to enhance student and faculty health and performance. Architecture, 4, 445–456.

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)