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 13 - 24 of 2426
Screen Time, Nature, and Development: Baseline of the Randomized Controlled Study “Screen-free till 3”
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
Evaluating the effect of green, blue, and gray measures for climate change adaptation on children’s well-being in schoolyards in Barcelona
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
Effective environmental education should incorporate hands-on experiences, nature contact, family engagement, and visible sustainability features rather than focusing solely on knowledge transmission
Liu, Jianjiao, & Green, Raymond. (2024). Children’s pro-environmental behaviour: A systematic review of the literature. Resources, Conservation and Recycling, 205, 107524. https://doi.org/10.1016/j.resconrec.2024.107524
Participatory play and arts engage children and adults in climate education for meaningful action
and, Jane. (2024). Climate crisis activism in early childhood: building capacities to boost intergenerational learning. Children S Geographies, 1-8. 10.1080/14733285.2024.2318379
Effects of outdoor adventures on emerging adults’ well-being and connection with nature
Puhakka, R. (2024). Effects of outdoor adventures on emerging adults’ well-being and connection with nature. Journal of Adventure Education and Outdoor Learning, 24(4), 16. https://doi.org/10.1080/14729679.2023.2220836
Exploring mental health outcome variables in outdoor adventure and experiential education
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
Fostering diversity and participation with school gardens: Examining possibilities and challenges under different national educational policies
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
Preschool educators’ opinions and practices on school gardening
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
Therapeutic gardening groups with children and young people who have experienced maltreatment
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
From program to classroom: a photo elicitation study to understand educators’ experiences implementing garden-based learning following professional development
Evans, E., Green, G. T., Thompson, K. F., Abrams, J., & Thompson, J. J. (2024). From program to classroom: a photo elicitation study to understand educators’ experiences implementing garden-based learning following professional development. Environmental Education Research. https://doi.org/10.1080/13504622.2024.2309591
Effect of therapeutic gardening program in urban gardens on the mental health of children and their caregivers with atopic dermatitis
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
Growing sustainable therapeutic third spaces – a therapeutic sensory garden’s impact on university student self-reported quality of life and affect
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