If you already run a long environmental program, the real question is often not whether to start one, but whether a new activity is worth the time. This study tested exactly that. It compared the same program with and without a photography activity called Photovoice, where young people photograph a topic and then discuss their pictures together.
The study took place in seven public schools in St. Louis, Missouri. A nonprofit ran a 15-week program of weekly classroom lessons and monthly field trips; 38 students aged 9 to 15 did the program with Photovoice, 232 did the regular program, and 65 did neither. All completed a survey before and after, and the Photovoice group took part in group discussions about their photos.
The researchers found:
- "Environment" meant three things to students. Their photos showed the social environment (family, friends, teachers and being outdoors together), the natural environment (landscapes, skies, plants and animals) and the built environment (parks, backyards, schools and roads).
- Students had mixed feelings about their surroundings. They enjoyed calm, color, scenery and time with others. They disliked cramped or too-small spaces, the change of seasons, and traffic and noise.
- Both versions of the program built science and teamwork confidence, and Photovoice built it most. Students rated their leadership, teamwork, and how important and reachable science felt to them. Scores rose in both program groups, from about 7 to 11 out of 12 with Photovoice and from about 7 to 10 without it. Scores for students who did neither program dropped.
- Almost everyone in the program could name an environmental issue by the end. In the Photovoice group, this rose from about 3 in 10 students to all of them. In the regular program, it rose from about 1 in 10 to nearly all. Students who did neither program showed no real change.
What this means for your practice
- Add, don't replace. Photovoice was layered onto the existing program using cheap disposable cameras and one lesson on how to use them. It didn't take time away from other content.
- Ask students what "environment" means to them. Many programs assume it means wild nature. These young people saw family, friends, parks and roads as part of it too. Photos are a simple way to find out where your learners are starting from.
- Build from what students notice. Students' likes and dislikes, such as calm spaces or noisy traffic, give you ready-made topics for discussion and lessons.
- Make time to talk about the pictures. The group discussion is part of the method. It's where students explain what they saw and why it matters to them.
- Use photos as feedback. The nonprofit changed its curriculum after seeing what students photographed. Treat students' images as information about your program, not just as a fun activity.
- Expect wider benefits. Students who took photos grew most in confidence around leadership, teamwork and science. That's a strong case for including a creative, hands-on element.
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The Bottom Line
The researchers compared a 15-week environmental education program in St. Louis schools run with and without a photography activity, alongside students who took part in neither. In the photography version, students took pictures of their environment and then talked about them as a group. Students in both versions grew in their confidence and interest in science and teamwork, and nearly all could name an environmental issue by the end. Students who did the photography activity ended with the highest science and teamwork scores. Their photos also showed that "environment" meant family, friends, parks and roads to them, not just nature. For educators, this shows that one low-cost creative addition can strengthen an existing program and reveal where learners are really starting from.