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, ee360+, and the U.S. Forest Service. Learn more.
Displaying 49 - 60 of 2406
Overcoming human exceptionalism: The role of ethical nature-culture relations in the developmental contexts of indigenous children
Elliott, E., & Fish, J. (2024). Overcoming human exceptionalism: The role of ethical nature-culture relations in the developmental contexts of indigenous children. Child Development. http://dx.doi.org/10.1111/cdev.14195
Connection with nature and adolescents’ life satisfaction: The role of cognitive reappraisal and affect
Dong, X., & Geng, L. (2024). Connection with nature and adolescents’ life satisfaction: The role of cognitive reappraisal and affect. Ecopsychology. http://dx.doi.org/10.1089/eco.2024.0026
Children’s moral judgments and reasoning regarding environmentally harmful behaviors: Variation by victim type and moderation effect of connectedness to nature
Hye-Jung, C., & Naya, C. (2024). Children’s moral judgments and reasoning regarding environmentally harmful behaviors: Variation by victim type and moderation effect of connectedness to nature. Journal of Environmental Psychology. https://doi.org/10.1016/j.jenvp.2024.102475
Attending 12 weekly sessions of Forest School sessions improves mood and cooperation in 7–8- year-old children
Hepworth, A., Haddad, H., & Edmonds, C. J. (2024). Attending 12 weekly sessions of Forest School sessions improves mood and cooperation in 7–8- year-old children. Journal of Adventure Education and Outdoor Learning. https://doi.org/10.1080/14729679.2024.2393130
Practitioner perspectives on nature-based learning for autistic children
Friedman, S., Morrison, S. A., & Shibata, A. (2024). Practitioner perspectives on nature-based learning for autistic children. The Journal of Environmental Education. https://doi.org/10.1080/00958964.2024.2401785
Vegetation complexity and greenspace diversity in urban schools
Cunninghame, A. R., & Stanley, M. C. (2024). Vegetation complexity and greenspace diversity in urban schools. Urban Forestry &Urban Greening. https://doi.org/10.1016/j.ufug.2024.128544
Designing thriving school ecosystems: The synergy of biophilic design, wellbeing science, and systems science
Gray, F., & Downie, A. (2024). Designing thriving school ecosystems: The synergy of biophilic design, wellbeing science, and systems science. Architecture , 4. https://doi.org/10.3390/architecture4030031
Mitigating the effects of climate change in children’s outdoor play environments
Bäckström, M. K., Lundgreen, E., & Slaug, B. (2024). Mitigating the effects of climate change in children’s outdoor play environments. Scandinavian Journal of Occupational Therapy, 31(1), 13. https://doi.org/10.1080/11038128.2023.2275697
Climate justice education in schools requires holistic approaches integrating scientific understanding with social, emotional, and action-oriented learning while emphasizing intergenerational, intersectional, and interspecies dimensions of justice
Stevenson, Robert B., Whitehouse, Hilary, & Field, Ellen. (2024). Teaching Climate Justice Education Holistically in Schools. In Oxford Research Encyclopedia of Education. Retrieved from https://oxfordre.com/education/display/10.1093/acrefore/9780190264093.001.0001/acrefore-9780190264093-e-1791
Nature-based interventions: A scoping review illuminating the field’s swift evolution, wide applicability for health and well-being, and the need for enhanced reporting
Moyers-Kinsella, S. I., Kelley, G. A., & Abildso, C. G. (2024). Nature-based interventions: A scoping review illuminating the field’s swift evolution, wide applicability for health and well-being, and the need for enhanced reporting. Ecopsychology. http://dx.doi.org/10.1089/eco.2023.0050
Nature-based education for facilitating resilience and well-being among youth—A Nordic perspective
Hofman-Bergholm, M. (2024). Nature-based education for facilitating resilience and well-being among youth—A Nordic perspective. Education Sciences, 14(43). https://doi.org/10.3390/educsci14010043
“It is like post-traumatic stress disorder, but in a positive sense!”: New territories of the self as inner therapeutic landscapes for youth experiencing mental ill-health
Barbieri, A., & Rossero, E. (2024). “It is like post-traumatic stress disorder, but in a positive sense!”: New territories of the self as inner therapeutic landscapes for youth experiencing mental ill-health. Health and Place, 85. https://doi.org/10.1016/j.healthplace.2023.103157