Welcome to our collaborative research library!

eeRESEARCH combines research for environmental education and the movement to connect children and nature. The database includes multiple ways to search for articles, syntheses, and research summaries. 

This project is a partnership with Children & Nature Network and NAAEE. Funded by the Pisces Foundation with support from ee360 and the U.S. Forest Service. Learn more.

Displaying 1 - 50 of 1987

Moula, Z., Palmer, K., & Walshe, N. (2022). A systematic review of arts-based interventions delivered to children and young people in nature or outdoor spaces: Impact on nature connectedness, health and wellbeing. Frontiers In Psychology, 13.
Thompson, R., Fisher, H. L., Dewa, L. H., Hussain, T., Kabba, Z., & Toledano, M. B. (2022). Adolescents' thoughts and feelings about the local and global environment: A qualitative interview study. Child And Adolescent Mental Health, 27, 4-13.
Byman, J., Kumpulainen, K., Wong, C., & Renlund, J. (2022). Children's emotional experiences in and about nature across temporal–spatial entanglements during digital storying. Literacy, 56.
Mullenbach, L. E., Larson, L. R., Floyd, M. F., Marquet, O., Huang, J., Alberico, C., et al. (2022). Cultivating social capital in diverse, low-income neighborhoods: The value of parks for parents with young children. Landscape And Urban Planning, 219.
Barrette, M., Boyer, W., Naylor, P. J., & Harper, N. (2022). Defining a nature-based literacy: A research synthesis review of health-promoting literacies to promote nature engagement. Journal Of Adventure Education And Outdoor Learning.
Arvidsen, J., Schmidt, T., Praestholm, S., Andkjaer, S., Olafsson, A. S., Nielsen, J. V., & Schipperijn, J. (2022). Demographic, social, and environmental factors predicting Danish children's greenspace use. Urban Forestry & Urban Greening, 66.
Leger-Goodes, T., Malboeuf-Hurtubise, C., Mastine, T., Généreux, M., Paradis, P. -O., & Camden, C. (2022). Eco-anxiety in children: A scoping review of the mental health impacts of the awareness of climate change. Frontiers In Psychology.
Sprague, N. L., Bancalari, P., Karim, W., & Siddiq, S. (2022). Growing up green: A systematic review of the influence of greenspace on youth development and health outcomes. Journal Of Exposure Science & Environmental Epidemiology.
Boulton, P., & Thomas, A. (2022). How does play in the outdoors afford opportunities for schema development in young children?. International Journal Of Play, 11, 184-201.
Skalstad, I., & Munkebye, E. (2022). How to support young children's interest development during exploratory natural science activities in outdoor environments. Teaching And Teacher Education, 120.
Freeman, C., Buttery, Y., & van Heezik, Y. (2022). Nature exposure and use of open spaces in three generation families: Implications for planning. Journal Of Environmental Planning And Management, 65, 562-582.
Johnstone, A., Martin, A., Cordovil, R., Fjørtoft, I., Iivonen, S., Jidovtseff, B., et al. (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.
Zhang, R., Zhang, C., Lai, P. C., & Kwan, M. (2022). Park and neighbourhood environmental characteristics associated with park-based physical activity among children in a high-density city. Urban Forestry & Urban Greening.
Biernacka, M., Lasziewicz, E. \, & Kronenberg, J. (2022). Park availability, accessibility, and attractiveness in relation to the least and most vulnerable inhabitants. Urban Forestry & Urban Greening, 73.
Izenstark, D., & Middaugh, E. (2022). Patterns of family-based nature activities across the early life course and their association with adulthood outdoor participation and preference. Journal Of Leisure Research, 53, 4-26.
Mattsson, M., Fernee, C. R., Pärnänen, K., & Lyytinen, P. (2022). Restoring connectedness in and to nature: Three Nordic examples of recontextualizing family therapy to the outdoors. Frontiers In Psychology.
Huerta, C. M. (2022). Rethinking the distribution of urban green spaces in Mexico City: Lessons from the COVID-19 outbreak. Urban Forestry & Urban Greening, 70.
Martin, G., Reilly, K., Everitt, H., & Gilliland, J. A. (2022). Review: The impact of climate change awareness on children's mental well-being and negative emotions – a scoping review. Child And Adolescent Mental Health, 27, 59-72.
Olsen, J. R., Caryl, F. M., McCrorie, P., & Mitchell, R. (2022). Socioeconomic inequality in Scottish children's exposure to and use of natural space and private gardens, measured by GPS. Landscape And Urban Planning, 223.
Fernández, I. C., Pérez-Silva, R., & Villalobos-Araya, E. (2022). Vegetation cover within and around schools in Santiago de Chile: Are schools helping to mitigate urban vegetation inequalities?. Urban Forestry & Urban Greening, 70.
Khalidi, R., & Ramsey, J. (2021). A comparison of California and Texas secondary science teachers' perceptions of climate change. Environmental Education Research, 27, 669 - 686.
Crossan, C., & Salmoni, A. (2021). A simulated walk in nature: Testing predictions from the attention restoration theory. Environment And Behavior, 53, 277-295.
Hong, J., Park, S., & An, M. (2021). Are forest healing programs useful in promoting children's emotional welfare?: The interpersonal relationships of children in foster care. Urban Forestry & Urban Greening.
Walker, E., Bormpoudakis, D., & Tzanopoulos, J. (2021). Assessing challenges and opportunities for schools' access to nature in England. Urban Forestry & Urban Greening.
Kerr, K. C. R., & Harricharan, A. K. (2021). Assessing the impact of complimentary wildflower seed packets as an outreach tool for promoting pollinator conservation at a zoo. Applied Environmental Education & Communication, 20, 92 - 106.
Lindemann-Matthies, P., Benkowitz, D., & Hellinger, F. (2021). Associations between the naturalness of window and interior classroom views, subjective well-being of primary school children and their performance in an attention and concentration test. Landscape And Urban Planning, 214.
Gonzalez, A. M., & Reynolds-Tylus, T. (2021). Attitude-intention consistency in the context of energy and water conservation: Examining the moderating role of vested interest. Applied Environmental Education & Communication, 20, 319 - 333.
Almeida, A., & Fernández, B. G. (2021). Attitudes towards animal welfare in Portuguese students from the 6th and the 9th year of schooling: implications for environmental education. Environmental Education Research, 27, 911 - 935.
Kemp, K., & Josephidou, J. (2021). Babies and toddlers outdoors: A narrative review of the literature on provision for under twos in ECEC settings. Early Years.
Venter, Z. S., Barton, B. N., Gundersen, V., Figari, H., & Nowell, M. S. (2021). Back to nature: Norwegians sustain increased recreation use of urban green space months after the COVID-19 outbreak. Landscape And Urban Planning, 214.
Ordon, K. -J., Bartelheimer, M., & Asshoff, R. (2021). Biology student teachers' interest and self-efficacy in planning and conducting field trips after participation in a university course. Environmental Education Research, 27, 88 - 109.
Li, C. J., Monroe, M. C., Oxarart, A., & Ritchie, T. (2021). Building teachers' self-efficacy in teaching about climate change through educative curriculum and professional development. Applied Environmental Education & Communication, 20, 34 - 48.
Huang, Y. -S., Harvey, B., & Asghar, A. (2021). Bureaucratic exercise? Education for sustainable development in Taiwan through the stories of policy implementers. Environmental Education Research, 27, 1099 - 1114.
Yakamovich, J., & Wright, T. (2021). Care-full, convivial, curious: Weaving Canadian artists' conceptions of art as a form of transformative environmental education. The Journal Of Environmental Education, 52, 223 - 238.
Hoover, K. S. (2021). Children in nature: Exploring the relationship between childhood outdoor experience and environmental stewardship. Environmental Education Research, 27, 894-910.
Konerman, R., Elliott, S., Pugh, R., Luthy, T., & Carr, V. (2021). Children's agency and action in nature preschool: A tale of two programs. Children, Youth And Environments, 31, 139-150.
Morales, P. K., Roslan, N., Haas, A., & Lykins, A. D. (2021). Citizen science engagement: Lessons learned from the ClimateWatch “Scientist for a Day” program. Applied Environmental Education & Communication, 20, 393 - 405.
Arpin, E., Gauffin, K., Kerr, M., Hjern, A., Mashford-Pringle, A., Barros, A., et al. (2021). Climate change and child health inequality: A review of reviews. International Journal Of Environmental Research And Public Health, 18.
Thoma, M. V., Rohleder, N., & Rohner, S. L. (2021). Clinical Ecopsychology: The mental health impacts and underlying pathways of the climate and environmental crisis. Frontiers In Psychiatry, 12.
Gonzalez, A. M., Reynolds-Tylus, T., & Quick, B. L. (2021). Clustering energy and water conservation behaviors as choices: examining the moderating roles of message elaboration and involvement. Applied Environmental Education & Communication, 20, 139 - 154.
Oh, R. R. Y., Fielding, K. S., Nghiem, L. T. P., Chang, C. C., Carrasco, L. R., & Fuller, R. A. (2021). Connection to nature is predicted by family values, social norms and personal experiences of nature. Global Ecology And Conservation, 26.
Monroe, M. C., Crandall, C., & Maynard, L. T. (2021). Conservation behavior can defy traditional predictors. The Journal Of Environmental Education, 52, 149 - 161.
Pouso, S., Borja, A., Fleming, L. E., Gómez-Baggethun, E., White, M. P., & Ulyarra, M. C. (2021). Contact with blue-green spaces during the COVID-19 pandemic lockdown beneficial for mental health. Science Of The Total Environment, 756.
Ernst, J., McAllister, K., Siklander, P., & Storli, R. (2021). Contributions to sustainability through young children's nature play: A systematic review. Sustainability, 13, 1-36.
Rios, C., Neilson, A. L., & Menezes, I. (2021). COVID-19 and the desire of children to return to nature: Emotions in the face of environmental and intergenerational injustices. The Journal Of Environmental Education, 52, 335 - 346.
de Figueiredo, C. S., Sandre, P. C., Portugal, L. C. L., Mazala-de-Oliveira, T., Chagas, L. D. S., Rainy, I., et al. (2021). COVID-19 pandemic impact on children and adolescents' mental health: Biological, environmental, and social factors. Progress In Neuropsychopharmacology And Biological Psychiatry, 106.
Decker, A., & Morrison, S. A. (2021). Decoding gender in nature-based education: perceptions of environmental educators. Environmental Education Research, 1 - 16.
Lindgren, S., Morris, K., & Price, A. (2021). Designing environmental storylines to achieve the complementary aims of environmental and science education through science and engineering practices. The Journal Of Environmental Education, 52, 239 - 255.
Garip, G., Richardson, M., Tinkler, A., Glover, S., & Rees, A. (2021). Development and implementation of evaluation resources for a green outdoor educational program. The Journal Of Environmental Education, 52, 25 - 39.
Barnes, C., Harvey, C., Holland, C., & Wall, S. (2021). Development and testing of the nature connectedness parental self-efficacy (NCPSE) scale. Urban Forestry & Urban Greening, 63.