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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,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),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),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),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 ResearchThe 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,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 PromotionDiscussing 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 LearningSchoolyards 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,‘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),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 LearningAn 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 EducationJourneys 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),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 EducationMADE POSSIBLE WITH SUPPORT FROM:
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