The eel connection: Developing urban adolescents’ sense of place through outdoor interactions with a local organism

This study examines how urban high school students developed a deeper connection to their local environment through a citizen science project focused on American eels in the Hudson River. Before the project, most students were unaware that eels lived in their local waterway and had limited understanding of the Hudson River's ecology. After participating, they could describe eel migration patterns, life cycles, and the river's tidal nature. Their drawings shifted from simple scenic views to detailed depictions including the creek, eels, and other organisms like scuds, herring, and grackles.

Students also developed strong emotional connections to both the eels and their local environment. They expressed empathy for the small, transparent "glass eels," worrying about their well-being during handling and marveling at their long migration journey. This caring extended to environmental stewardship, with students becoming more concerned about pollution and adopting behaviors like picking up litter and reducing plastic use.

The research revealed a fundamental shift in how students perceived their urban environment. Initially, they viewed the Hudson River as merely scenery or a recreational space. Through direct contact with living eels and weekly creek visits, they began seeing their waterway as a dynamic ecosystem supporting diverse life forms. The ability to touch, hold, and observe the eels up close was crucial for overcoming initial fears and developing positive attitudes. Students were initially nervous about the eels, some expecting electric shocks, but hands-on experience revealed them to be "cute," "gentle," and "fragile."

Key Takeaways for Practitioners:

1. Successful urban environmental education requires programs located within students' own communities and easily accessible on foot or by public transport. The Hudson Eel Project's location at a public park where the creek meets the river made participation feasible for urban students without transportation barriers.

2. The program's eleven-year partnership with the school, support from science teachers, and integration into the school's "culture of science" created a trusted, familiar context that encouraged student participation rather than viewing it as an outsider activity.

3. The American eel proved ideal for engaging student interest due to its unique characteristics: transparent glass eel stage, mysterious migration story, endangered status, and surprising local presence. The element of discovery - finding that this fascinating creature lived in their own waterway - created wonder and connection.

4. Weekly three-month participation allowed students to experience changing conditions (tides, weather, eel numbers) and develop comfort handling the animals over time. This repeated exposure was essential for building confidence and deepening understanding.

5. The program combined hands-on animal interaction, data collection, environmental observation, and artistic expression through drawings. This multi-faceted approach accommodated different learning styles and provided various entry points for engagement.

The research concludes that urban youth deserve equal access to transformative nature experiences and that well-designed citizen science programs can effectively foster environmental stewardship by helping students discover the "natural wonder and beauty" in their own communities, disrupting narratives that urban spaces lack ecological value.