Programs designed to promote nature connection in children take many different forms. Settings range from classrooms to wilderness environments; length of time varies from an hour to multiple days or weeks; and types of activity include adventurous risk-taking challenges, quiet mindfulness, scientific exploration, and unstructured nature play. This review aimed to provide an overview of nature connection interventions for children and to propose potential guidelines for future research.
Nature connection is defined as “a subjective state and trait that encompasses affective, cognitive, and experiential aspects in addition to being positively associated with wellbeing, and strong predictor of pro-environmental attitudes and behaviors.” To be included in this review, the studies had to (a) focus on children, (b) include pre- and post-intervention measurements of nature connection, (c) use an experimental or quasi-experimental research design, and (d) be published in a peer-reviewed journal. Fourteen articles met these inclusion criteria.
The age of study participants ranged from six years to nineteen. Length of interventions varied widely, from a two-hour field trip to programs lasting several weeks. Some programs were offered on a regular weekly basis. Environments included urban and wilderness settings, indoor environments, and coastal areas. Most of the studies had an environmental education focus; others were a mixture of outdoor recreation, expeditions, and other types of educational programming. A variety of instruments were used for measuring nature connection. Results showed that participant age was an influencing factor. Younger children showed more nature connection at baseline (before intervention). They were also more likely to retain positive changes gained through the intervention. Results also showed that length of intervention influenced the outcome, with longer interventions showing greater impact on nature connection. Programs highly focused on knowledge outcomes showed smaller increases in nature connection than programs emphasizing enjoyment, play, and artistic engagement with nature. Generally, children with lower nature connection at pre-testing seemed to make the largest gain from the intervention.
The outcomes of this review, while lending support to the understanding that various types of interventions can promote nature connection, also highlights the need for more research. Needed are more studies that evaluate different types of programs (nature kindergartens, forest schools, etc.). Also needed is more research on “non-educational interventions that look at the interaction between play or mindfulness, and nature connection.” These and other guidelines for further research are presented by the authors.
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