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 1 - 12 of 2383
Rillero, P., Jiménez-Silva, M., Short-Meyerson, K., & Rillero, K. M. (2025). From seeds to harvest in seven weeks: Project-based learning with Latina girls and their parents. Education Sciences , 15(246). https://doi.org/10.3390/educsci15020246
Dutta, D., & Chandrasekharan, S. (2025). “We never even touched plants this way”: school gardens as an embodied context for motivating environmental actions. Environmental Education Research, 31(2), 20. https://doi.org/10.1080/13504622.2024.2385993
Gulbe, E., Ozola, A., Vitola, B., Akmane, E., Pacek, J., & Mārtinsone, K. (2025). Exploring nature-based art therapy: a scoping review. Frontiers. http://dx.doi.org/10.3389/fpsyg.2025.1522629
Kalafati, M., Flogaiti, E., & Daskolia, M. (2025). Enhancing preschoolers’ creativity through art-based environmental education for sustainability. Environmental Education Research, 31(1), 28. https://doi.org/10.1080/13504622.2023.2291319
Schwarz, S., Krafft, H., Maurer, T., Lange, T., Schemmer, J., Fischbach, T., … Martin, D. (2025). Screen Time, Nature, and Development: Baseline of the Randomized Controlled Study “Screen-free till 3”. Developmental Science, 28(1). https://doi.org/10.1111/desc.13578
Sanz-Mas, M., Continente, X., Brugueras, S., Marí-Dell’Olmo, M., Oliveras, L., & Lopez, M. J. (2025). Evaluating the effect of green, blue, and gray measures for climate change adaptation on children’s well-being in schoolyards in Barcelona. Landscape and Urban Planning, 253. https://doi.org/10.1016/j.landurbplan.2024.105206
Carvalho, A. E., Blanc, S., Aguiar, M., & Torres, A. C. (2024). Fostering diversity and participation with school gardens: Examining possibilities and challenges under different national educational policies. Educational Process , 13(2), 17. https://doi.org/10.22521/edupij.2024.132.8
Baik, H., Choi, S., An, M., Jin, H., Kang, I., Yoon, W., & Yoo, Y. (2024). Effect of therapeutic gardening program in urban gardens on the mental health of children and their caregivers with atopic dermatitis. Healthcare , 12(919). https://doi.org/10.3390/healthcare12090919
McVeigh, M. J., Kassiotis, E., & McVeigh, C. G. (2024). Therapeutic gardening groups with children and young people who have experienced maltreatment. Australian Social Work. https://doi.org/10.1080/0312407X.2024.2416622
Deniz, U. H., & Kalburan, N. C. (2024). Preschool educators’ opinions and practices on school gardening. Urban Education, 59(9 ). http://dx.doi.org/10.1177/00420859221125710
Delbert, T., Stepansky, K., Bucey, J. C., & Goodman-Schiller, D. (2024). Growing sustainable therapeutic third spaces – a therapeutic sensory garden’s impact on university student self-reported quality of life and affect. International Journal of Sustainability in Higher Education. http://dx.doi.org/10.1108/IJSHE-05-2024-0313
Davidson, C., & Ewert, A. (2024). Exploring mental health outcome variables in outdoor adventure and experiential education. Journal of Experiential Education, 47(2). https://doi.org/10.1177/10538259231226315