Mental health

The COVID-19 pandemic triggered many countries to impose lockdowns to keep their citizens safe and healthy. These policies negatively impacted society and the economy and illuminated environmental injustices. For example, people in urban areas, particularly disadvantaged groups, had fewer opportunities to be in green spaces due to the closing of community areas and lack of access to natural settings. Research has shown that simply being in nature can improve mental and physical health, both of which was negatively impacted for many during strict lockdowns.

Environmental education has traditionally focused on increasing knowledge and encouraging pro-environmental behavior but has paid little attention to the emotional needs of its audience. Research shows that climate change disasters can cause lasting mental health impacts in children, and merely learning about climate change may harm a child's mental health. In addition, children are affected by adults' emotional states when experiencing or learning about climate change. Media articles indicate that parents and teachers seek advice on ways to speak to children about climate change.

Climate change is a wicked problem that evokes a range of emotional responses, from support (believing we need to and can change the future) to apathy (believing there is no hope to change the future) to denial (firmly believing that climate change is not happening). Prior research has suggested that creating space for students to react emotionally while simultaneously encouraging teachers to responsibly coach those reactions should be a part of climate change education to better handle and solve environmental issues.

Content Warning: This summary discusses suicide, particularly within queer communities.

Recreational outdoor spaces in urban and suburban communities are important for boosting residents' overall well-being and preserving natural areas in otherwise developed areas. Commonly called nature-based recreation areas, these spaces allow for recreation in a natural setting, such as running through a forest rather than on a track. Previous research suggests that nature-based recreation areas encourage physical activity and outdoor play, relieve stress, and promote community and social interaction.

Research shows that outdoor play is associated with positive emotional, social, physical, and cognitive development. Children who spend time playing outdoors, particularly in nature, are more physically active, less inclined toward hyperactivity and inattention, and mentally healthier. Given the benefits of nature play and its importance for childhood development, the American Academy of Pediatrics recommends that preschool age children get at least 60-90 minutes of outdoor play per day.

Studies show that spending time outdoors promotes holistic health and facilitates healthy cognitive, physical, social, and emotional development among children. Spending time outdoors can also foster empathy for wildlife, inspire love for the natural world, and promote nature connectedness. Given these benefits, the outdoor education (OE) movement—which aims to foster environmental stewardship and enhance learning and development—has taken root in countries around the world. Forest School (FS) is a branch of OE that focuses primarily on early childhood education.

Community gardens have become an increasingly popular approach to address food insecurity and build sustainable local food systems. A critical need exists for solutions in western North Carolina, where food insecurity rates have reached 13-20%. In rural Polk County, 26% of children live in food insecure households, many people lack reliable transportation, and food markets are few and far between.

With the frequency of flooding increasing in the United Kingdom and around the world, flood-risk management and preparedness has emphasized the need for learning how to live with floods and adapt at local levels. However, children are underrepresented in flood preparedness efforts and undervalued as agents of change. This study explored whether intergenerational learning—specifically, children teaching adults—could be a useful strategy for building household and local community resilience to floods.

Across the United States, pollution in waterways is a major environmental issue. Rivers and streams often become polluted from storm-water runoff in cities, where the water may pick up and carry bacteria and other harmful pollutants. A significant source of pollution is dog waste, which has caused nearly 7,000 cities to develop educational campaigns encouraging people to pick up after their pets.