Research

While many studies now demonstrate the emotional and psychological benefits associated with higher levels of nature connectedness, much less is known about how factors such as childhood nature experiences might influence nature connectedness’ development. In this two-phase mixed methods study, the relationship between nature connectedness and childhood nature experiences was explored among a sample of Canadian undergraduate university students. The objectives of the study were twofold: 1) To determine associations between quantitative measures of nature connectedness, positive childhood nature experiences, and mental health via an online survey (Phase One); and, 2) To compare, qualitatively, the self-reported childhood nature experiences of students who are relatively more nature connected to those who are less nature connected via in-depth interviews (Phase Two). Quantitative findings from the Phase One online survey demonstrate that in a sample of university students (N=308) nature connectedness—which was associated significantly with higher levels of emotional and psychological well-being—correlates positively and significantly with students’ self-recalled positive childhood nature experiences. Thematic analysis of qualitative findings from in-depth interviews held with students (n=12) in Phase Two shed additional light on this association: students who measured relatively higher in nature connectedness recalled growing up in the vicinity of accessible, expansive, natural places, and being raised in families that modeled a love for nature and valued shared nature experiences. Overall, findings suggest that positive experiences in natural places growing up may have long-term mental health benefits through fostering a more ecological self.

This study draws upon the notion that nature is important to people and explores the role of nature in the lives of adolescents in three California communities. A photographic survey was used to elicit information from adolescents as part of a larger study to assess these communities for factors that support positive youth development. The survey focused on places, people, and activities in the participants’ community. Fifty-eight youth completed the open-ended survey and produced more than 1300 photographs. The survey did not include questions directly focused on the youths’ use of or feelings toward nature or natural areas, but instead examined their overall views of their community for evidence of nature in their responses. The written survey responses and photographs were coded and analyzed using a qualitative software program. Places with written references to or photographic evidence of natural qualities or features were then reviewed for patterns in the activities and the significance of the
place (i.e., why the respondent said this place was important). This study confirms that the occurrence of nature is widespread in the places adolescents use, and is highly valued. Three themes emerged relating to youths’ activities, recreation, restoration, and socializing. These activity themes, along with the reasons the youth gave for valuing each place, are discussed. These reasons indicate the developmental tasks occurring in conjunction with certain activities. In particular, tasks associated with social behavior and self-awareness are evident.

With the publication of Last Child in the Woods: Saving Our Children from Nature-Deficit Disorder in 2005, Richard Louv introduced the term “nature-deficit disorder” and illuminated children’s physical, mental, and spiritual need for nature. As the term is not a clinical one and refers to aspects of human existence that are difficult to define, determination of its fortitude is complicated as well. In an attempt to objectify aspects of meaning embodied by the term, three assumptions underlying its construct are critiqued here on the criteria of believability, authoritativeness,
logicalness, validity, emotionality, speculativeness, masking by neutrality/objectivity, and applicability for science teaching practice. After analysis, findings within particular criteria remain subjective, serving as possible support that there are aspects of humanity and nature that are inexplicable or have explanations yet to be decided. In spite of this, the construct of nature-deficit disorder serves as a guideline reminding caregivers and educators of the importance of the outdoors in child development. Realization of this importance can be described as the development
of eco-mindfulness. In this chapter we analyze nature-deficit disorder and introduce eco-mindfulness as a remedy.

As many studies show, action for nature is related to connectedness with nature, and both have roots in nature experiences during childhood and youth. Through a literature review, we combine empirical studies on the interplay between experiences in nature during childhood and youth, connectedness with nature, and action for nature and uncover a new way of structuring understandings of connectedness with nature: humans and nature as separate yet related entities (intertwined), one as part of the other (including), and as one entity (indistinguishable). Although the
interplay between experiences, connectedness, and action for nature has been clearly demonstrated, the underlying mechanisms are still to be unraveled. Studying this interplay through the lens of these three different understandings of nature contributes to elucidating the underlying mechanisms. We suggest how connectedness can be strengthened in terms of the findings of the studies included in the review and present two potential pathways: through experiences and through identification. Finally, we provide recommendations for future research using the integral
ecology framework and call for more diversity in research methodologies and respondents. Key Words: Motivations—Human—
Nature relationships—Pro-environmental behavior—Adolescence—Youth.

Around the world, Sustainability Education and Mindfulness Education are being adopted by teachers as a means to re-connect human society and its life support systems. Those working in the space of both Sustainability Education and Mindfulness Education have seen an opportunity to further strengthen humanity’s connection with the environment and have recently created nature-based mindfulness lessons and programs for children. The
lessons explicitly connect mindfulness with the natural world and/or Sustainability Education. In the current study the authors analysed 44 nature-based mindfulness lessons for students aged approximately six to 18 years old, posing the research question, ‘What is the nature and content of child-centric nature-based mindfulness lessons? The methodology of Content Analysis was used to examine texts according to 11 categories, and 58 associated sub-categories. It was found that the lessons invited students to raise their awareness of the interconnected and interdependent nature of human existence and the natural environment. However, there was little content related to acting or learning the skills required to act in a
positive way towards the environment. A number of recommendations are suggested for research and practice – including in-depth examination of how classroom teachers implement and experience nature-based mindfulness.

Environmental sustainability is one of the most significant global challenges in the twenty-first century (World Health Organization [WHO]
2015; Barrera-Hernández et al. 2020). Educating individuals on how to engage in pro-environmental behavior is crucial for solving
environmental degradation issues (Biggar and Ardoin 2017; Ernst and Theimer 2011). Experts believe that environmental education (EE) for
youth is a key factor in mitigating this dire scenario (Barrera-Hernández et al. 2020). Research shows that connecting children and adults with the
natural environment is a powerful environmental sustainability intervention (Martin et al. 2020). Additionally, studies show that nature connectedness is positively correlated to well-being, further reinforcing the power of this intervention to influence……..

This qualitative study explores the experiences of YMCA residents who participated in a nature-based intervention designed to support wellbeing run by Derbyshire Wildlife Trust and YMCA Derbyshire. The intervention ran over 9 weeks and involved taking groups of residents off site for a range of outdoor activities from allotment gardening to nature conservation in various outdoor environments. After the intervention took place semi-structured interviews, which explored the personal journeys of 8 residents who had participated in the intervention, were conducted. An IPA analysis of the interviews identified three superordinate themes: building social relationships, developing skills and developing feelings of self-worth and managing emotions through nature. It is argued that the intervention enabled the residents to feel part of a supportive community which enabled a
positive shift in identity. Furthermore, the programme helped residents manage their emotions, supporting their mental health and promoting a general sense of wellbeing. This is especially important, given that members of the intervention have a history of mental health
Sensitivity: Internal issues and often come from a background of higher socio-economic deprivation, where opportunities for social cohesion and nature connectedness are scarce.

This study aims to generate understanding into the spiritual dimension of nature experience and its relationship to environmental responsibility, as
reported in interviews with nature-lovers/environmentalists and spiritual practitioners in Victoria, Canada. As the interviews demonstrate, seeing
nature as imbued with meaning, intrinsic value, and/or the sacred seems to engender an increased sense of environmental responsibility. Simultaneously, a natural, evolutionary, this-worldly spirituality tends to lead to a ‘kinship with all life’ ethics. The spiritual nature experience was characterized by three key themes labeled presence, interconnectedness, and self-expansion. Many participants explained that these experiences informed their worldviews, senses of environmental responsibility, and sometimes career choices. The research thereby illuminates three pathways to a sense of environmental responsibility: profound encounters with nature, contemporary spirituality, and their convergence in spiritual nature experiences. Moreover, the results give an insider’s perspective into the worldview of contemporary nature spirituality, which is claimed to be of increasing importance for sustainable development.

A connection with nature is largely established during childhood and children are more inclined to build a connection to what is familiar to them. However, the opportunity for children to familiarise themselves with local wildlife has reduced due to urbanisation and classroom-based lessons. Natural habitats within school grounds can house a variety of species but there is a gap in knowledge on the advantages that direct exposure to nature during outdoor education within school grounds can have on children’s wellbeing and environmental attitudes. Investigations involving 1,253 primary school children (8-12 years old) were carried out to explore the impact of weekly hands-on nature engagement activities in school grounds on children’s mood, wellbeing, resilience, connection to nature, knowledge and perception of nature. The activities focused around discovering and monitoring species, and creating new habitats and food sources. The activities were designed to be carried out in school grounds regardless of size and ecological quality and focused on invertebrates and vertebrates.