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Childhood Development and Access to Nature A New Direction for Environmental Inequality Research

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Abstract

Although environmental inequality researchers have increased our understanding of race- and class-based environmental inequality in many important ways, few environmental inequality studies ask whether children are disproportionately burdened by environmental pollution or whether poor and minority youth are less likely than their White and wealthier counterparts to spend time in green spaces and the natural world. This gap in the literature undermines the ability of researchers to fully understand and explain environmental inequality. To demonstrate the importance of filling this gap, the authors (a) highlight current research findings from the environmental health, environmental education, and environmental psychology literatures regarding the cognitive, emotional, and physical importance of childhood exposure to nature and (b) summarize the few existing studies that have examined class- and race-based inequalities in children's exposure to the natural world and industrial environmental hazards. The authors then suggest several avenues of research that would, if undertaken, significantly increase our understanding of youth-based environmental inequality. By synthesizing findings across multiple disciplines, the authors hope to convince environmental inequality researchers of the importance of investigating children's differential exposure to nature, green spaces, and industrial environmental hazards.

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... Current environmental inequality research has been centered around race, but its effect on childhood exposure has gone understudied. Childhood development is the biological, psychological, and emotional changes that occur in human beings between birth and the end of adolescence (Strife & Downey, 2009). Few studies have questioned whether children are disproportionately impacted by pollution, or whether minority children are less likely to have clean urban spaces compared to their wealthier, White peers. ...
... Few studies have questioned whether children are disproportionately impacted by pollution, or whether minority children are less likely to have clean urban spaces compared to their wealthier, White peers. Current research explains the cognitive, emotional, and physical importance of childhood exposure to the natural world and ties this to existing studies surrounding race and classspecifically how minorities and low-income communities have more constrained and polluted natural environments (Strife & Downey, 2009). However, research on the balance between environmental justice and childhood development has received minimal research attention. ...
... Although my research aims to purely establish a relationship between variables rather than propose a solution, it will still add a greater understanding to the body of knowledge. This is because current literature has failed to tie the concept of environmental racism directly to childhood victims' experiences (Strife & Downey, 2009). However, my interviews allow me to engage with the victims directly. ...
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Extensive prior research has been conducted on the imbalance between environmental hazards in majority-minority communities and majority-white communities and its negative physiological, psychological, and economic effects. This existing body of literature has suggested a positive correlation between environmental hazards and poor childhood development indicators. The study of the field is called “environmental justice”, founded on the belief that certain groups are disproportionately disadvantaged by negative environmental conditions induced by inequitable laws and policies. However, a clear correlation between environmental racism and minority childhood experiences has not been studied. This paper utilizes a proximity analysis between Houston-area schools and toxin-emitting energy facilities and survey-based research with a school community affected by such facilities in southeast Houston. Through this research, a clearer picture can be drawn of how policy and inaction have put children of color at a structural disadvantage over their wealthier, whiter counterparts. Results have established that urban development policies, the placement of energy production facilities, a lack of equitable urban planning boards, disinvestment in infrastructure, and carelessness by government officials have contributed to environmental inequality, with children being at a heightened risk of its negative effects. After assessing the findings of the inquiry concerning the negative developmental impacts of environmental inequality on children, future ramifications are discussed concerning suggestions for possible solutions.
... For example, it is argued that there is an increasing separation between humans and nature in western nations (Li & Ernst, 2015;Strife & Downey, 2009;Vining et al., 2008); whereby individuals and organisations act as rulers, or stewards of nature for human need and benefit. However, MNO is anchored to harmony, which advocates a balanced co-existence among people and the natural world (Zhang, 2013). ...
... For example,Vining et al. (2008) highlight the psychological and physical separation of humans from nature that occurs when nations industrialise into developed economies. This separation partly occurs because industrialisation triggers expanding urbanisation, which can reduce opportunities for younger urban generations to experience nature(Li & Ernst, 2015;Strife & Downey, 2009). Theoretically, such separation could inhibit young Chinese urbanites from pursuing harmony advocated by MNO. ...
... This concurs with Li et al. (2016), and Lun (2012), who attest a harmonious life is possible when humans comprehend the importance of living in equilibrium with nature and each other. Hence, while critics argue western culture struggles with the notions of the interdependence between humans, nature and society (e.g., Li & Ernst, 2015; Rayman-Bacchus & Radavoi, 2019;Strife & Downey, 2009;Vining et al., 2008), these tensions appear somewhat less evident in urbanised China. Thus, these cultural values are insightful to understanding these different phases of sustainable consumption behaviours in China. ...
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This paper investigates the connections between harmonious cultural values, pro‐environmental self‐identity and consumers' sustainable consumption behaviours spanning acquisition, usage and disposal. It evaluates the relevance of Chinese cultural values that purport harmony between humans, nature and society that is, man‐nature orientation, and horizontal/vertical dimensions of individualism collectivism. The results from the online survey with 503 urbanised Chinese reveals these values disparately influence this consumption. Despite the limited direct behavioural effect of these harmonious values, pro‐environmental self‐identity plays an important role in mediating their indirect effects on the five behaviours. This paper therefore extends theorisation of the values‐identity‐behaviour relationship from a cultural‐values orientation perspective. It offers new insights to understand urbanised Chinese consumers sustainable consumption behaviours.
... Children are especially vulnerable to environmental contaminants in many contexts [89]. Strife and Downey [90] wrote: ...
... In the US, schools are often not refuges for children: … in Hillsborough County, Florida, predominantly Black schools are located closer to hazardous waste sites than are predominantly White schools and that those schools that are proximate to hazardous waste sites are becoming more racially segregated over time… in the Los Angeles Unified School District (LAUSD), minority students are more likely than White students to attend schools that are proximate to hazardous waste facilities. Minority students in the LAUSD also face higher cancer and respiratory health risks from air toxics at school than do White students… [90]" This is not a phenomenon foreign to Portland. The location of Harriet Tubman Middle School in Albina, adjacent to Interstate-5, which was constructed within 50 feet of the already-established school in the 1960s, was not treated by the city as a serious health threat until 2018. ...
... There is a strong correspondence between urban green space distribution and wealth and education in most US cities [135]. Children are especially vulnerable to the consequences of a deficit in their exposure to natural settings, which can include both cognitive developmental concerns and obesity, the latter leading to long-term increases in "coronary heart disease, hypertension, Type 2 diabetes, stroke, sleep apnea, respiratory problems, and some cancers" [90] but on the beneficial side, "The positive effects of nature exposure include improved cognitive functioning (including increased concentration, greater attention capacities, and higher academic performance), better motor coordination, reduced stress levels, increased social interaction with adults and other children, and improved social skills." East Portland has particularly poor park access according to a city report, and infill and increasing development in East Portland are further reducing the number of mature street trees, [136]. ...
Article
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This article describes two contesting paradigms of urban planning employed successively in Portland, Oregon; (1) urban planning typical of the US in the first half of the 20th Century that was focused on traffic and infrastructure, and (2) progressive urban planning focused on neighborhood livability and connections. It gives a history of their implementation in Portland, focusing on issues of racial and socioeconomic justice in the Albina neighborhood. Recent knowledge about air pollution's impacts on human health, and infant and childhood development, are integrated into the discussion of urban planning. It describes racially and socioeconomically disproportionate access to urban green spaces, with the corresponding health implications. It also describes attempts to mitigate such health implications, sometimes resulting in "green gentrification" and displacement. The article asks if the results of the two paradigms of urban planning were objectively different from one another in terms of impacts on minority and disadvantaged communities. Future urban planning , and the need for human health concerns becoming central, are discussed.
... However, public spaces in cities, starting from the street in front of the house to public spaces in the broader city, are the places holding an eminent role in enabling children to explore society (McGlone, 2016). Also, there is strong evidence on the positive impact of public spaces on children's physical and mental development (Strife & Downey, 2009;Ferguson et al., 2013;Tappe et al., 2013;Hooper et al., 2015;Christian et al., 2015Christian et al., , 2017. Therefore, there is a growing interest in rethinking the urban environment from a child-focused point of view. ...
... Children explore their environments through expanding exploratory circles around their homes; this exploration contributes to their physical and mental health (Aarts et al., 2012). Researchers from different disciplines and perspectives (e.g., medicine, health, urban planning, sports, and child development) have studied the relationship between outdoor physical activity and children's overall development and wellbeing (Weir et al., 2006;Davison & Lawson, 2006;Gill, 2008;Strife & Downey, 2009;Audrey & Batista-Ferrer, 2015;Christian et al., 2015Christian et al., , 2017. However, the discussion around which places are most suitable for children's play and socializing (e.g., streets, parks, supervised playgrounds) is still ongoing. ...
... Especially in Istanbul, rapid urbanism resulted in worsening the quality of everyday life of children in patchwork-type public spaces associated with unsafe, unpleasant, unmaintained, inaccessible, unclean, and grey urban environments. As a result, children living in Istanbul become or are forced to become more indoor beings even though their time spent outside in public spaces benefits their mental and physical development (Nelson & Woods, 2007;Nelson, 2008;Strife & Downey, 2009;Ferguson et al., 2013;Tappe et al., 2013;Hooper et al., 2015;Christian et al., 2015Christian et al., , 2017. This suggests an urgent need to rethink Istanbul from a child-focused approach. ...
Thesis
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the findings of this Ph.D. research contribute to understanding children’s unique capabilities, the equalizing role of policies in enabling children’s participation, and the informative role of caregivers in the representation of very young children in participatory urban planning processes, and also enhance methodologies in urban planning research with children. Supporting children and caregivers in creating child-focused urban environments in Istanbul through participatory planning first and foremost requires legislative change that liberates children from preconditions towards their citizenship. Also, a specialized child-centered approach that supports inclusivity, encouraging caregivers’ participation when needed for the representation of all children, and equity between all stakeholders by supporting children’s capabilities with methods relevant to children and approaches leading to shared leadership are critical. Research on children’s participation in urban planning in Turkey has yet to reach sufficient knowledge creation to inform urban planning approach and practice. More research with different age groups and caregiver profiles is needed first to introduce participation as a right and pave the way towards creating cities for children through enhancing the participatory urban planning approach and practice.
... Specifically, NDVI as the common measure for area-level green space has some limitations, such as its inability to distinguish different types of green space (e.g., park, garden, etc.) and does not take into account the quality of green space including abandoned or unsafe areas (Villeneuve et al., 2018). Previous studies reported that parental concern on children's safety for playing outdoors might discourage green space use (Sefcik et al., 2019;Strife & Downey, 2009). Therefore, adequate quantity of neighbourhood green space available might not fully lead to its utilisation due to other characteristics are paid attention for children's use, such as green space quality. ...
... Neighbourhood safety Caregiver perceptions of neighbourhood safety may play an important role on the use of green space among children (Lovasi et al., 2013;Sefcik et al., 2019;Strife & Downey, 2009). In this research, caregivers were asked to rate to the extent to which they agreed with the following statement: "This is a safe neighbourhood.". ...
... concern for children's outdoor play, which, in turn, can influence the use of green space among children (Sefcik et al., 2019;Strife & Downey, 2009). Therefore, neighbourhood safety was included in this study by asking caregivers to rate on a Likert-scale statement: ...
Thesis
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Background: While a legion of evidence indicates green spaces (e.g., parks) support health, there is a paucity of studies investigating their potential role in the development of prosocial behaviour (i.e., a range of behaviours that benefit others or promote positive relationships with others) across childhood and adolescence. The review of current evidence suggests that exposure to nearby green space may increase prosocial behaviour, but most of the evidence is cross-sectional, hindering causal inferences and understandings of temporality. Furthermore, most of this research has focused on the quantity of green space (i.e., the amount of green space available in the residential environment), neglecting the potentially critical importance of green space quality (i.e., aspects or attributes of green space that influence its utilisation) as a key determinant in its use and in the development of prosocial behaviour. Besides, candidate mediators and effect modifiers have not been comprehensively examined by previous studies, limiting understandings of plausible pathways and potential contingencies in who benefits. Therefore, research on green space quality and prosocial behaviour is important to improve the quality of current evidence and inform avenues on how to maximise the role of green space in shaping the development of prosocial behaviour. Enhancing the development of prosocial behaviour from a young age is important due to health, psychological, and social benefits. Aims: This PhD thesis primarily aimed to examine the longitudinal association between green space quality and prosocial behaviour among children and adolescents. This thesis also investigated whether the accumulation of, or changes in, green space quality during childhood and adolescence were associated with the development of prosocial behaviour. Potential effect modifiers of the association and plausible pathways in which green space quality may influence prosocial behaviour were also assessed. In addition, the potential role of prosocial behaviour as a missing link – a candidate mediating variable – on the causal chain from green space quality to child health-related outcomes was tested. Methods: This thesis used 10-year longitudinal data retrieved from the K-cohort of the Longitudinal Study of Australian Children. Data pertaining to green space quality, child prosocial behaviour, health-related outcomes (mental health, physical activity, and health-related quality of life (HRQOL)), and socioeconomic measures were biennially recorded from 4,983 children for a 10-year period, from 2004 (children aged 4-5 years: Wave 1) to 2014 (14-15 years: Wave 6). Green space quality was measured using caregiver reports on the availability of good parks, playgrounds, and play spaces in the neighbourhood. Caregivers also evaluated their child’s prosocial behaviour using the prosocial subscale from the Strengths and Difficulties Questionnaire (SDQ). Multilevel linear regression was applied to assess the association between green space quality and prosocial behaviour. Trajectories in green space quality experienced across childhood and adolescence were examined using latent class analysis. Causal mediation analysis was used to identify mechanistic pathways between green space quality and prosocial behaviour, as well as to test prosocial behaviour as a candidate mediator of the associations between green space quality and child health-related outcomes. Results: The presence of quality neighbourhood green space was positively associated with child prosocial behaviour, irrespective of residential relocation. In addition, children whose caregiver perception of green space quality was ‘very good’ over time, trended from ‘good’ to ‘very good’ or from ‘very good’ to ‘good’ had higher prosocial behaviour than children of caregivers who consistently perceived nearby green space as low in quality. Evidence also indicated that the accumulation of very good quality green space over time may attenuate socioeconomic inequalities in prosocial behaviour. The association between green space quality and prosocial behaviour was found to be stronger among boys, children speaking only English at home, and children living in more affluent and/or remote areas. Moreover, physical activity enjoyment, social interaction, child and caregiver mental health, and HRQOL served as mechanistic pathways in which green space quality influenced prosocial behaviour. Prosocial behaviour was found as a mediator of the associations between green space quality and child health (mental health, HRQOL), and physical activity enjoyment. Conclusions: The findings indicate that policies on provisioning and maintaining the quality of green space across childhood and adolescence in a targeted manner (e.g., prioritised in more disadvantaged and remote areas) can potentially buffer the negative impact of growing up in unfavourable socioeconomic circumstances and foster the development of prosocial behaviour. Improving the quality of neighbourhood green space that also encourages social interactions, physical activity enjoyment, and mental health might provide better support for the development of prosocial behaviour and vice versa. In addition, ensuring the neighbourhood to be safe and friendly for ethnic minorities is vital as it removes impediments to such populations gaining benefits from quality green space. Furthermore, identifying attributes of quality green space suitable for both boys and girls, and children from different age groups forms an important next step to maximise the benefits of quality green space for all.
... Given these potential limitations, there may be educational advantages to outdoor play, which tends to focus more on the natural elements of the environment rather than technological elements (Henderson & Atencio, 2007). Childhood play in natural environments is inherently exploratory, which helps children develop navigation skills, autonomy, and appreciation for nature (Bixler et al., 2002;Chipeniuk, 1995;Strife & Downey, 2009). Outdoor play encourages active, physical movement that can enhance children's categorization and recall in perspective taking and spatial imagery tasks (Clements, 2004;Pellegrini & Smith, 1998). ...
... As a result, parents may have relied on signage to address children's questions or direct their engagement in these areas. These patterns of engagement and parent involvement outdoors may provide an example of how children's outdoor exhibit exploration promotes a better understanding of key concepts related to the environment and biodiversity (e.g., Chipeniuk, 1995;Strife & Downey, 2009). Live animals served to capture children's interest and foster engagement, perhaps because of the unique and salient opportunity for direct encounters with them (LoBue et al., 2013). ...
... In a similar manner to technology, children appeared captivated by the opportunity for direct encounters with live animals while they explored the outdoor exhibit, which may have made the concept of biodiversity personally salient. Any opportunity for science centers and museums to integrate outdoor experiences, particularly with live animals, may be an important avenue for increasing children's desire to learn about pressing environmental topics or interest in environmental careers (Strife & Downey, 2009;Wells & Lekies, 2006). ...
Article
This naturalistic, observational study examined how specific design elements in two play-centered science center exhibits influence child and parent engagement. We observed the level of engagement, pretend play, and sharing among 57 3- to 9-year-olds (M = 5.67 years) and their parents at either an indoor, technology-based exhibit or an outdoor, nature-based exhibit. Overall, exhibit elements that were interactive or allowed for free play engaged children the most and fostered the most pretend play and sharing, regardless of indoor or outdoor environment. Directed play elements were associated with increased levels of parent involvement with their children at the exhibit, particularly outdoors. These novel results demonstrate how exhibit-level factors influence parent and children’s engagement in informal contexts. Implications for children’s autonomy in guiding their own informal learning experiences and recommendations for museum exhibit space design are discussed.
... Even brief interactions with nature result in marked improvements in cognitive function in youth (Pyle 2002;Wells & Lekies 2006;Bell & Dyment 2008). These experiences are so critical for the development of youth that depriving young people of forming relationships with nature can have detrimental intellectual, biological, emotional, and developmental effects (Pyle 2002;Bell & Dyment 2008;Strife & Downey 2009). Here, we describe general approaches to engage youth in restoration ecology. ...
... Efforts to engaging youth in restoration should be present across all ages as a desire to pursue careers in related fields often starts from a very young age (Wells & Lekies 2006;Strife & Downey 2009). To cultivate a desire to protect the environment, elementary school curriculum that includes dedicated activities and lessons to provide students with meaningful experiences with nature is paramount (Schwab & Dustin 2014;Shume 2016). ...
Article
Full-text available
There is a growing need to engage youth in ecological restoration in order to address rising environmental issues. Youth involvement in restoration ecology, and more specifically, participation and assistance with field‐based work is beneficial for all involved parties and should, therefore, be more widespread. Here, we describe different opportunities and approaches to engaging youth in restoration including programs and activities in classrooms, citizen science, formal internship programs, and opportunities through social media. We also discuss potential challenges associated with youth engagement in restoration and offer solutions. Youth engagement is critical for the development and continuance of the field of ecological restoration, and strategies to integrate young people into restoration projects should become more common in the field.
... The considerations identified are based on a non-systematic literature search, and thus, will need to be reinforced with a systematic review of literature and more thorough analyses of themes introduced in this paper. The authors also acknowledge gaps in education involving students with diverse learning and well-being needs [43,61]. While we have sought to include an equity dimension in the proposed curriculum model, other determinants of education, such as special learning needs, language, gender, socio-economic, and cultural background, need additional consideration, as these factors may impact students' levels of participation and learning outcomes [58,[61][62][63]. ...
... The authors also acknowledge gaps in education involving students with diverse learning and well-being needs [43,61]. While we have sought to include an equity dimension in the proposed curriculum model, other determinants of education, such as special learning needs, language, gender, socio-economic, and cultural background, need additional consideration, as these factors may impact students' levels of participation and learning outcomes [58,[61][62][63]. Future research may include systematic evaluation of our proposed curriculum model. ...
Article
Akey determinant and outcome of successful environmental education is ‘pro-environmental behavior’, i.e., behavior that involves conscious action to mitigate adverse environmental impacts at personal or community level, e.g., reducing resource consumption and waste generation, avoiding toxic substances, and organizing community awareness initiatives. However, some theorists have sought to move away from rationalist models of behavioral modification, towards holistic pedagogical initiatives that seek to develop action competence. In light of the global push towards achievement of the Sustainable Development Goals (SDGs), emerging evidence suggests that education initiatives should foster action competence so studentsmay be equipped to contribute to sustainable development as part of their education. The UNESCO Education for Sustainable Development (ESD) Roadmap 2030 has also identified key priority areas to strengthen ESD in formal curricula. This article reports two informal environmental education initiatives for promoting action competence and pro-environmental behaviors in school-aged children. The authors recommend that formal education settings (e.g., schools) should incorporate self-directed, free-choice project-based learning to augment environmental education programs and promote students’ action competence for contribution to attainment of SDGs. To this end, we propose a Free-Choice Project-based Learning for Action Competence in Sustainable Development (ACiSD) Curriculum, comprising six implementation dimensions, namely: (1) project duration and teaming arrangements, (2) topic selection, (3) student support, (4) teacher support, (5) learning environments, and (6) digital access and equity. For each implementation dimension, we recommend action steps to help educators implement this curriculumin their own educational settings, with the aid of an illustrative worked example.
... The considerations identified are based on a non-systematic literature search, and thus, will need to be reinforced with a systematic review of literature and more thorough analyses of themes introduced in this paper. The authors also acknowledge gaps in education involving students with diverse learning and well-being needs [43,61]. While we have sought to include an equity dimension in the proposed curriculum model, other determinants of education, such as special learning needs, language, gender, socio-economic, and cultural background, need additional consideration, as these factors may impact students' levels of participation and learning outcomes [58,[61][62][63]. ...
... The authors also acknowledge gaps in education involving students with diverse learning and well-being needs [43,61]. While we have sought to include an equity dimension in the proposed curriculum model, other determinants of education, such as special learning needs, language, gender, socio-economic, and cultural background, need additional consideration, as these factors may impact students' levels of participation and learning outcomes [58,[61][62][63]. Future research may include systematic evaluation of our proposed curriculum model. ...
Article
Full-text available
A key determinant and outcome of successful environmental education is ‘pro-environmental behavior’, i.e., behavior that involves conscious action to mitigate adverse environmental impacts at personal or community level, e.g., reducing resource consumption and waste generation, avoiding toxic substances, and organizing community awareness initiatives. However, some theorists have sought to move away from rationalist models of behavioral modification, towards holistic pedagogical initiatives that seek to develop action competence. In light of the global push towards achievement of the Sustainable Development Goals (SDGs), emerging evidence suggests that education initiatives should foster action competence so students may be equipped to contribute to sustainable development as part of their education. The UNESCO Education for Sustainable Development (ESD) Roadmap 2030 has also identified key priority areas to strengthen ESD in formal curricula. This article reports two informal environmental education initiatives for promoting action competence and pro-environmental behaviors in school-aged children. The authors recommend that formal education settings (e.g., schools) should incorporate self-directed, free-choice project-based learning to augment environmental education programs and promote students’ action competence for contribution to attainment of SDGs. To this end, we propose a Free-Choice Project-based Learning for Action Competence in Sustainable Development (ACiSD) Curriculum, comprising six implementation dimensions, namely: (1) project duration and teaming arrangements, (2) topic selection, (3) student support, (4) teacher support, (5) learning environments, and (6) digital access and equity. For each implementation dimension, we recommend action steps to help educators implement this curriculum in their own educational settings, with the aid of an illustrative worked example.
... The decline-in recent decades-of time spent in nature has been attributed to many factors, including increased focus on performance over play, increased time in school with decreased recess, greater use of technology, decreased access to nearby nature for urban populations, and more fear of letting children play outside unsupervised (Charles and Louv 2009;Hartig et al. 2014;Louv 2005). Limited time in nature may be particularly prevalent among children in low-income urban neighborhoods, where youth have less access to or feel less welcomed in parks or other green spaces (Strife and Downey 2009) or among predominantly Black communities where repeated and unacceptable acts of violence against children playing outside have created justifiable fear (Pinckney et al. 2018). Louv (2005) described this loss of nature contact as nature-deficit disorder and suggested it may produce long-term physical, mental, and social consequences. ...
... Integrating outdoor time into the school day can increase time in nature for many children, reducing disparities in nature access (e.g. Pinckney et al. 2018;Strife and Downey 2009), and facilitating the benefits for many. The structure provided by schools offers the possibility of ensuring a consistent 'dose' of nature at a level and in a manner that research suggests would foster benefits (e.g. ...
Article
Full-text available
Spending time in nature during childhood can improve mental and physical health, support academic success, and cultivate pro-environmental attitudes and behaviors. Increasing outdoor time during school can enhance the likelihood of those outcomes for all students. However, in practice incorporating outdoor time into the school day can be challenging. This study reports on barriers identified during the development phase of an action research project that aimed to increase outdoor time as a regular, repeated part of the elementary school day. Teachers (n = 22) and administrators (n = 3) in one school district in the Northeastern United States were asked to describe the barriers that limited their opportunities to take students outside. Data indicated 33 discrete barriers and 5 themes that cut across the barriers. Interactions and overlap across barriers increased the challenges encountered by teachers. A systems thinking approach is suggested to increase outdoor time in schools. © 2022 The Author(s). Published by Informa UK Limited trading as Taylor & Francis Group.
... Certaines études concernant les problèmes environnementaux donnent des résultats dans le même sens et vont encore plus loin, en intégrant les dimensions psychophysiologiques et sociales (Bahrick, & Lickliter, 2000 ;Evans, 2006 ;Fergunson et al. 2013 ;Strife & Downey, 2009). ...
... L'analyse du questionnaire montre que l'expérience directe par l'enfant des différentes formes de pollution spécifiques à son environnement lui permet de situer ce phénomène dans une relation causale et de l'inclure dans une réflexion permettant de mieux juger la présence de la pollution dans différents milieux, la réversibilité ou pas et la responsabilité des pollueurs (Hennessy & Heary, 2005 ;Pruneau et al., 2005 ;Stern, 2000 ;Westcott & Littleton, 2005) La réalité biophysique où l'enfant grandit influence son jugement concernant la gravité de la pollution. Et en effet, l'expérience des diverses formes de pollution (air, eau, sol, êtres vivants) développe chez l'enfant à Perpignan une plus forte conscience de l'ampleur du problème (Bahrick, & Lickliter, 2000 ;Evans, 2006 ;Fergunson et al. 2013 ;Strife & Downey, 2009). Ainsi, dans une continuité logique de la pensée, lorsqu'un enfant juge que les sols sont hautement pollués, il peut en déduire que la pollution des sols n'est pas réversible. ...
Article
Full-text available
Dans le contexte des actuels problèmes environnementaux, notre étude tente d’apporter un éclairage sur les représentations de la pollution chez les enfants. Dans un cadre théorique insistant sur le rôle de l’environnement biophysique dans le développement cognitif, nous avons étudié la représentation de la pollution chez des enfants habitant à Perpignan (n = 68,M= 10 ans 1 mois ; ET = 0,64 ; Filles = 32 ; Garçons = 36) et à Paris (n = 57, M = 10 ans 4 mois ; ET = 0,4 ; Filles =28 ; Garçons= 29). Pour cette étude comparative, deux tâches ont été proposées : une tâche d’association libre et un questionnaire de type Likert. Des différences significatives entre les représentations des enfants des deux villes sont mises en évidence. Les résultats sont discutés selon la littérature, mettant l’accent sur le rôle de l’environnement biophysique direct dans la construction des représentations. Cette étude ouvre d’intéressantes pistes de réflexion sur le rôle de la réalité quotidienne vécue dans la représentation des problèmes environnementaux.
... A higher proportion of green space close to a child's home has been linked with better cognitive functioning in children (Bijnens et al., 2020;Wells, 2000) and can be important for buffering stress (Wells & Evans, 2003), while a child's freedom to explore their local environment has also been linked to a range of health and social benefits (McCormick, 2017;Veitch et al., 2008). Exposure to the natural world during childhood has been shown to affect long-term cognitive development (Kellert, 2002(Kellert, , 2005McCormick, 2017), as well as environmental attitudes, behaviours and values later in life (Strife & Downey, 2009;Wells & Lekies, 2006). However, evidence suggests that children's freedom to play locally, especially free from adult supervision, has declined in recent decades (Karsten, 2005), such that children now do not generally venture far from home on their own (Loebach & Gilliland, 2014). ...
... This could reflect the differing amounts of structured work provided by private-and state-funded schools during lockdown (Cullinane & Montacute, 2020;Green, 2020), potentially reflecting differential resource availability (Henshaw, 2018) Our results have implications for children's wellbeing, connection with nature and future long-term support for conservation and ecology (Chawla, 2015(Chawla, , 2020. Lockdown may have exacerbated pre-existing differences between urban and rural children's access to nature and opportunities to form personal experiences and memories in the natural world, something that is known to have important implications for development, future wellbeing and likelihood of future pro-environmental behaviours in children (Kellert, 2002(Kellert, , 2005Strife & Downey, 2009;Wells & Lekies, 2006). In our sample, these differences manifested themselves during lockdown in differing amounts of time spent outside by urban and rural children and in differing parental attitudes towards green space. ...
Article
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In the United Kingdom, children are spending less time outdoors and are more disconnected from nature than previous generations. However, interaction with nature at a young age can benefit wellbeing and long‐term support for conservation. Green space accessibility in the United Kingdom varies between rural and urban areas and is lower for children than for adults. It is possible that COVID‐19 lockdown restrictions may have influenced these differences. In this study, we assessed parents' attitudes towards green space, as well as whether the COVID‐19 lockdown restrictions had affected their attitudes or the amount of time spent outside by their children, via an online survey for parents of primary school‐aged children in Cambridgeshire and North London, UK (n = 171). We assessed whether responses were affected by local environment (rural, suburban or urban), school type (state‐funded or fee‐paying) or garden access (with or without private garden access). Parents' attitudes towards green space were significantly different between local environments: 76.9% of rural parents reported being happy with the amount of green space to which their children had access, in contrast with only 40.5% of urban parents. COVID‐19 lockdown restrictions also affected parents' attitudes to the importance of green space, and this differed between local environments: 75.7% of urban parents said their views had changed during lockdown, in contrast with 35.9% of rural parents. The change in amount of time spent outside by children during lockdown was also significantly different between local environments: most urban children spent more time inside during lockdown, while most rural children spent more time outside. Neither parents' attitudes towards green space nor the amount of time spent outside by their children varied with school type or garden access. Our results suggest that lockdown restrictions exacerbated pre‐existing differences in access to nature between urban and rural children in our sampled population. We suggest that the current increased public and political awareness of the value of green space should be capitalised on to increase provision and access to green space and to reduce inequalities in accessibility and awareness of nature between children from different backgrounds. A free Plain Language Summary can be found within the Supporting Information of this article.
... Children from poorer families are less likely to receive adequate stimulation. They are exposed to constant environmental and economic challenges, such as poor sanitation and hygiene, food insecurity, deficient living conditions, poor health and social deprivation [12]. In the long term, these socioeconomic differences negatively impact adult life [8,10,13]. ...
... Urban ecosystems are of ecological importance for wildlife conservation (Pettorelli et al., 2022), and healthy urban ecosystems are crucial to human well-being (e.g., White et al., 2019), with most people getting their share of nature from these ecosystems (United Nations, Department of Economic and Social Affairs, 2019). With a majority of people living in cities, the state of urban ecosystems is thus a significant factor shaping global nature inequality (i.e., unequal access to nature; Strife & Downey, 2009). Meanwhile, growing evidence shows that a broad spectrum of beneficiaries across society is essential to generating a political constituency to protect the source of those benefits (see e.g., Busemeyer & Iversen, 2020). ...
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Urban green spaces are central components of urban ecosystems, providing refuge for wildlife while helping ‘future proof’ cities against climate change. Conversion of urban green spaces to artificial turf has become increasingly popular in various developed countries, such as the UK, leading to reduced urban ecosystem services delivery. To date, there is no established satellite remote sensing method for reliably detecting and mapping artificial turf expansion at scale. We here assess the combined use of very high-resolution multispectral satellite imagery and classical, open source, supervised classification approaches to map artificial lawns in a typical British city. Both object-based and pixel-based classifications struggled to reliably detect artificial turf, with large patches of artificial turf not being any more reliably identified than small patches of artificial turf. As urban ecosystems are increasingly recognised for their key contributions to human wellbeing and health, the poor performance of these standard methods highlights the urgency of developing and applying new, easily accessible approaches for the monitoring of these important ecosystems.
... A critical aspect of concerns over the extinction of nature experience has emphasized time in nature for health and wellbeing benefits (Bratman et al., 2012;Martin et al., 2020). Strife and Downey (2009) explored research in environmental health, environmental education, and environmental psychology and highlighted the cognitive, emotional, and physical importance of childhood exposure to nature coupled with inequalities in children's access and exposure to the natural world. Research regarding time in nature has also shown that children spend more time indoors and less time in nature (Hofferth and Sandberg, 2000;Pyle, 2002;Chawla, 2006;Louv, 2008). ...
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The spatial aspect of access to nature experience is considered a key factor for studying school-age educare and connectedness to nature. While the standard approach for questions of connectedness to nature is to study at the individual level using methods such as observations, psychometric scaling, and interviews, less common are spatial methods applied to structural or collective aspects of these questions; connectedness to nature study rarely considers the human relationship with nature across sociocultural/structural/institutional levels. Spatial analysis is presented as a step toward a broader consideration of connectedness to nature; careful consideration of connectedness to nature/disconnection must explore the forces beyond the individual shaping access and opportunity. Specifically, the study considers access through proximity to nature from school-age educare sites in the Swedish city of Malmö. Using spatial methodology, proximity to nature was measured at 67 school-aged educare sites. The results provide a complex picture of a range from high to low-quality access to nature for children at the sites. The results help highlight the importance of access via proximity while also opening the door to a mix of other sociocultural/structural/institutional factors to be considered in support of children’s access to nature experience.
... Beyond understanding the well-being benefits that are produced by NI projects, efforts to account for them should consider the distributional benefits. Certain communities enjoy a disproportionate share of nature-based amenities, while other communities suffer from a nature deficit (Strife and Downey, 2009;Leong et al., 2018;Flint et al., 2022;Langhans et al., 2023). This gap is recognized in the 2022 Memorandum of Understanding on Promoting Equitable Access to Nature in Nature-Deprived Communities 2 , which defines nature-deprived as disadvantaged communities that disproportionately lack access to the climate mitigation and human health benefits of natural areas. ...
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There is consensus within psychological, physiological, medical, and social science disciplines that active and passive exposure to nature enhances human well-being. Natural infrastructure (NI) includes elements of nature that can deliver these ancillary well-being benefits while serving their infrastructure-related purposes and, as such, offer great promise for agencies including the U.S. Army Corps of Engineers as a means of enhancing economic, environmental, and societal benefits in civil works projects. Yet, to date, NI are typically framed as alternatives to conventional infrastructure but are rarely competitive for project selection because there is no standardized approach to demonstrate their value or justify their cost. The infrastructure projects subsequently selected may not maximize societal well-being or distribute benefits equitably. A framework is needed to capture diverse and holistic benefits of NI. As part of ongoing research, this paper describes the components necessary to construct a framework for well-being benefits accounting and equitable distribution of NI projects and explores how they might be applied within a framework. We conclude with methodological examples of well-being accounting tools for NI that are based on ongoing research and development associated with this project. The findings provide insights and support for both the Engineering with Nature community and the community of NI practitioners at large.
... Additionally, elderly individuals may rely more heavily on accessible services in their local area, such as UGS, to combat isolation and sedentary behaviour, which are correlated with negative health outcomes (WHO report, 2016). Children in particular benefit greatly from exposure to nature, as it is during their age that green spaces can positively impact their cognitive development (Strife & Downey, 2009;Schipperijn et al., 2010). Finally, we choose to study accessibility for foreign residents because often minority groups in cities often have fewer public resources at their disposal (Liu et al., 2021), and therefore the presence of a green space of proximity assumes particular importance. ...
... Edwards, 2021;N. S. Roberts & Chitewere, 2011;Strife & Downey, 2009). ...
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There is a decreasing trend for adults and children to have direct contact with nature. Simultaneously, humanity is facing a biodiversity crisis. In 1993, Robert Pyle coined this continuous cycle of biodiversity loss and loss of direct contact to nature the 'extinction of experience' (EoE). This thesis presents a thematic synthesis of causes and drivers for the EoE as part of a systematic literature review. Qualitative, quantitative and mixed method studies were included, that are empirical and original, peer-reviewed, published in a journal in English, and report on drivers or factors enabling the EoE in their findings. A total of 48 eligible articles were identified using the Scopus database as well as backward citation chaining. Ultimately, five main drivers for the EoE were synthesized: (1) the role of guardians and family values, (2) urbanity, (3) nature-relatedness, (4) technology, TV and media and (5) socio-demographic variables, further subdivided into labor, age, gender, and income and socio-economic status. This review identifies and explains the main reasons for people to spend less and less time in nature and secondly provides interpretation of the modes of action as the drivers can work isolated as well as interrelated. The findings highlight the need to shift the focus of research into the EoE from children to adults and to further focus on the role of labor in the humannature- relationship.
... Cette exposition à la nature engendre, lorsqu'elle a lieu, de nombreux bénéfices. Dans une revue de littérature, Strife et Downey (2009) montrent en effet que l'accès à la nature et aux espaces verts procure aux enfants une multitude de bienfaits cognitifs, émotionnels et physiques. De plus, indépendamment de l'origine ethnique et du statut socio-économique, les expériences de la petite enfance dans la nature ont une influence significative sur le développement des attitudes et des valeurs environnementales qui durent toute la vie. ...
Article
L’objectif de cet article est de présenter les effets d’un programme interventionnel sur l’évolution des attitudes environnementales des bénéficiaires. Soixante-dix enfants de 10,1±0,6 ans inscrits en zone d’éducation prioritaire REP+ ont été séparés en un groupe test (n=42) et un groupe témoin (n=28). Le groupe test a bénéficié d’un programme d’éducation en plein air combinant Forest School et programme d’éducation à l’aventure au cours de l’année scolaire. Le questionnaire psychométrique de Bogner (2018) a permis de catégoriser les attitudes environnementales des enfants selon trois profils (anthropocentré, neutre, écocentré), et les paragons de chacune des catégories ont été interrogés à trois reprises à l’aide d’entretiens d’autoconfrontation. Les résultats quantitatifs ne montrent pas d’évolution significative durant le programme, cependant les entretiens énactifs suggèrent le renforcement des velléités de protection de la nature dans les trois profils. En revanche, les scores d’appréciation de la nature ont diminué chez les élèves écocentrés et neutres, comme si le contact régulier avec la nature était un défi pour ces élèves qui les amenait à moins l’apprécier. Le programme d’intervention Ecolo’coteaux offre un aperçu des avantages potentiels des programmes d’éducation en plein air pour promouvoir la sensibilisation à l’environnement et favoriser une meilleure compréhension du monde naturel.
... Living in areas of high deprivation is associated with poorer performance of certain executive functions, reduced overall development and health outcomes (Blair, 2002;Blair & Razza, 2007;Cortes Pascual et al., 2019;Diamond, 2014;Rakesh et al., 2021;Rosen et al., 2020). Environmental inequalities in deprived areas of Western countries can also result in reduced physical activity (PA) due to fewer opportunities for children to be active, and have been shown to increase time spent engaging in sedentary activities (Noonan, et al., 2017;Strife & Downey, 2009). The negative impacts of poverty on cognitive development and PA could be intertwined, with a substantial body of literature suggesting that PA may benefit cognitive development (Donnelly et al., 2016). ...
... The theory explains, for instance, why we often prefer to live near water or landscapes with mountain views. Support comes from studies suggesting urbanization and corresponding decreases in exposure to nature are associated with increases in mental health disorders, including depression and anxiety (Lederbogen et al., 2011;Strife & Downey, 2009). Biophilia is sometimes associated with Stress-Reduction Theory (SRT) (Ulrich et al., 1991) and contends viewing or spending time in unthreatening natural environments promotes recovery or restoration from stressful situations. ...
Article
This study explores changes in well-being for 16 preservice teachers in natural and simulated professional development environments. The Rumination Questionnaire and Profile of Mood States (POMS) were used as indicators of well-being. A follow-up survey assessed changes in preservice teachers’ well-being strategies four months later. Compared to the professional development setting, the natural environment positively affected rumination and POMS scales of Tension-Anxiety, Confusion-Bewilderment, Esteem-Related Affect, and Total Mood Disturbance. Follow-up data found that participants agreed that spending time in natural settings improved their well-being; however, time constraints limited doing so. Conclusions suggest that preparation programs consider including nature-based experiences as one strategy for developing teacher well-being. Keywords: Preservice Teachers, Well-Being, Resilience, Environment, Professional Development
... In addition, vulnerable populations have different behaviors, attitudes, and preferences in terms of green space utilization. Therefore, the behavioral characteristics, attitudes, preferences, and other factors of elderly individuals, women, and children in using green spaces have become major evaluation criteria for fairness [39]. Studies have also identified areas with high demand for parks based on the Neighborhood Social Deprivation Index (NSDI); researchers have pointed out that even if highly accessible green spaces do not align with the needs and spatiotemporal behavioral characteristics of residents, it is difficult to achieve high levels of usage activity [40]. ...
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The degree of coordination between the supply and demand for urban green spaces serves as a vital metric for evaluating urban ecological development and the well-being of residents. An essential principle in assessing this coordination is the precise quantification of both the demand and supply of green spaces, as well as the differential representation of their spatiotemporal structures. This study utilizes the entropy weight method (EWM) and principal component analysis (PCA) to comprehensively measure supply indicators for green space quantity and quality in the central urban area of Shenyang, China. To establish reliable and quantifiable demand indicators, mobile signaling spatial-temporal data are corrected by incorporating static population cross-sectional data. The Gaussian two-step floating catchment area method (Ga2SFCA) is employed to calculate the accessibility of green spaces in each community with ArcGIS 10.2 software, while the Gini coefficient is utilized to assess the equity of green space distribution within the study area. This study employs location entropy to determine the levels of supply and demand for green spaces in each subdistrict. Furthermore, the priority of community-scale green space regulation is accurately determined by balancing vulnerable areas of green space supply and replenishing green space resources for the ageing population. The findings suggest a Gini coefficient of 0.58 for the supply and demand of green spaces in Shenyang’s central metropolitan region, indicating a relatively low level of equalization in overall green space allocation. Based on location entropy, the classification of supply and demand at the street level yields the following outcomes: balanced areas comprise 21.98%, imbalanced areas account for 26.37%, and highly imbalanced regions represent 51.65%. After eliminating the balanced regions, the distribution of the elderly population is factored in, highlighting the spatial distribution and proportions of communities with distinct regulatory priorities: Level 1 (S1) constitutes 7.4%, Level 2 (S2) accounts for 60.9%, and Level 3 (S3) represents 31.7%. Notably, the communities in the S1 category exhibit spatial distribution characteristics of aggregation within the inner ring and the northern parts of the third ring. This precise identification of areas requiring urgent regulation and the spatial distribution of typical communities can provide reliable suggestions for prioritizing green space planning in an age-friendly city.
... He described the side effect of a childhood spent in isolation from nature as "nature -deficit disorder". Numerous researchers such as Wells and Lekies (2006), Strife andDowney (2009), Wells (2000), Chawla (2006), Ewert et al., (2005) reported the cru-cial role of nature experiences in childhood in the development of adults' proenvironmental attitudes and behaviors. ...
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In recent years, the sustainability literacy has become crucial for building more sustainable future. In this regard, a shift toward sustainability requires literate society on sustainability issues at global scale. Thus, the current study aims to detect the status of sustainability literacy of British and Turkish students. The study was conducted as a survey research with university students in the UK and Turkey within the context of a project that was supported by TUBITAK (Turkish Scientific and Technological Research Organization) and entitled “Ecological literacy education”. The participants (n: 1023) of the study are students attending several departments of Plymouth University in the UK and Mugla Sitki Kocman University in Turkey. The data were collected by using the Scala of Sustainability Literacy and analyzed using appropriate statistical tests at SPSS 22. The findings show that the participants’ sustainability literacy varies significantly depending on their sustainability attitude (SA), sustainability behavior (SB), sustainability knowledge (SK). Besides, the results of t- test analysis indicate that the participants exhibit different tendencies depending on the variables nationality, gender and place. On the other hand, the results of One-way ANOVA-Test revealed that the participants’ sustainability literacy varies depending on the department attended.
... Disconnection from nature is particularly pronounced in urban areas in the U.S., as youth tend to have fewer experiences with nature as population density increases (Rowland-Shea et al., 2020). Reasons include the lack of access to parks or other green spaces, and concerns about safety and exposure to environmental pollutants (Dai, 2011;Gonzalez, 2019;Pandya, 2012;Rowland-Shea et al., 2020;Strife & Downey, 2009). In lower-income urban areas in the United States where higher crime rates and poor environmental quality go hand in hand, many youth and their families both see and perceive the outdoors as unsafe and dirty (Kellert et al., 2017;Nasir et al., 2016;Rothwell, 2011). ...
Article
In response to growing concern about the increased disconnect between youth and their outdoor environment, this study examines how nature-based citizen science experiences with a local animal (American eels) influence urban adolescents’ (high-school students) sense of place in a US city. The juvenile American eel is a unique animal due to its see-through body, small size, lengthy migratory pathway, high periodic population density, and conservation concern. Interview, written, and observational data were collected through a case study of ten high-school students during a citizen science project that lasted three months. Analyses of these data indicate that students developed greater ­ecological place meaning and place attachment. Students developed greater ecological place meaning by learning more about the ecology of the river and the eels, and developed greater place attachment by developing pride and empathy. Based on these findings, we argue that nature-based citizen science programs can help environmental educators in the US foster more equitable access to nature by providing urban youth with much-needed opportunities to deeply experience local places and develop a closer and more meaningful relationship with their local environment.
... Literature suggests that outdoor spaces, particularly unstructured free play (play that isn't directed by adults and has no pre-defined purpose or outcome), allow opportunity for children to explore the natural world. This provides a myriad of benefits to health and wellbeing, in addition to supporting children's holistic development (physical, cognitive and socio-emotional; Bento & Dias, 2017;Dankiw et al., 2020;Maynard & Waters, 2007;Pellegrini & Smith, 1998;Pellegrini et al., 2007;Strife & Downey, 2009). Yet, in the past generation, it is recognised that opportunities for outdoor free play have reduced substantially. ...
... A lack of green areas or nature reserves makes it more difficult for children to affiliate, or identify, with degraded natural environments. Furthermore, an increasing amount of time spent indoors, an expanding interests in technical gadgetry, and growing parental concerns about children's safety present complex social factors that affect children's outdoor time [7,8,9]. Such social trends diminish children's natural experiences and have a negative impact on their affinity to nature [8]. ...
Article
The aim of this study is to measure the extent of children’s direct experiences of nature within primary school environments, in relation to contextual differences according to urban, social, and pedagogical aspects. In order to achieve this, we have identified primary schools in Glasgow and Ho Chi Minh City as case studies, allowing the collection of information provided by parents of children studying in six investigated schools, and demonstrating the application of the ‘Child-Nature-Distance’ methodology. The results indicate: - a global trend in declined natural experiences of children across different social contexts; - educational approaches and urban environments importantly dominate the opportunities for children to be in contact with nature in both living and studying environments. In primary school spaces (indoor and outdoor), findings also indicate that children’s multi-sensorial natural experiences are significantly influenced by factors relating to a school’s neighbourhood areas, its built environment master planning, architectural features, and its interior design. These findings have decisive implications for the decision-making process involved in primary school architecture, and an enhanced ability to (re)connect children and nature.
... Recent studies have emphasized the importance of access to green spaces for children's health and development [76,77]. Access to healthy green spaces among children has been demonstrated to mitigate the effects of negative social environments due to ACEs as well as the negative effects of pollutants [78]. Urban green spaces tend to be less available and accessible to those of lower socioeconomic status [79], but the mechanism of action of green space exposure for mitigating the effects of environmental toxicity and ACEs consists of improved emotional health and cognitive function in children [76,77]. ...
Article
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The purpose of this article is to examine the current literature regarding the relationship between adverse childhood experiences (ACEs) and environmental exposures. Specifically, the paper will focus on how this relationship between ACEs and physical environmental factors impacts the neurocognitive development of children. With a comprehensive literary search focusing on ACEs, inclusive of socioeconomic status (SES), and environmental toxins common in urban environments, the paper explores how these factors contribute to cognitive outcomes that are associated with the environment and childhood nurturing. The relationship between ACEs and environmental exposures reveals adverse outcomes in children’s neurocognitive development. These cognitive outcomes include learning disabilities, lowered IQ, memory and attention problems, and overall poor educational outcomes. Additionally, potential mechanisms of environmental exposures and children’s neurocognitive outcomes are explored, referencing data from animal studies and evidence from brain imaging studies. This study further analyzes the current gaps in the literature, such as the lack of data focusing on exposure to environmental toxicants resulting from experiencing ACEs and discusses the research and social policy implications of ACEs and environmental exposure in the neurocognitive development of children.
... Many children in rural and urban areas alike have had little to no experience with native wildlife in their communities. The combination of increased urbanization, dwindling natural spaces, and increased time indoors has sparked concerns regarding children's diminishing direct contact with nature and agriculture (Louv, 2006;Strife & Downey, 2009). Agricultural and environmental educators often use small animals such as rabbits, chickens, and reptiles as ambassadors of educational messages to build agricultural and environmental literacy during presentations to children because of their ease of transport and handling (Fuhrman & Ladewig, 2008;Siegel, 2004). ...
Article
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Educators often use reptiles as ambassadors of environmental messages during presentations because of their ease of transport and handling. Although learners may be provided opportunities to touch or hold these animals, this presents a variety of safety and liability issues for the learner and animal. Little is known about whether touching or holding an animal influences perceptions of the animal and related environmental issues. This qualitative study investigated the perceptions of 16 fifth grade students who experienced a live, tactile encounter with a corn snake and Eastern box turtle while participating in an educational class using four focus groups. Regardless of whether students touched the snake or turtle, or fully held the animal, participants noted the uniqueness of the experience and their empathy for the animal and its habitat. Students who fully held the animal thought that they learned more during the experience while students who touched the animal mentioned getting to know the animal better, regardless of whether the animal was a snake or turtle. When learners are unable to completely hold a snake or turtle, educators should consider the equally positive outcomes that can result from touching these animals with two fingers and provide opportunities for such experiences.
... The last ten or fifteen years of research and practice have firmly established the benefits of time outdoors for children's healthy development and wellbeing, particularly outdoor play in nature-rich spaces [1][2][3][4][5][6]. In the same time frame we have also seen increasing evidence that children in Western countries are spending less time outdoors [7][8][9][10], and many do not have access high-quality outdoor playspaces, or have the opportunity for regular contact and engagement with nature [3,[11][12][13], an inequity which was highlighted during the COVID-19 pandemic [14][15][16][17][18]. ...
Article
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Outdoor play in nature-rich spaces has been associated with healthy development among young children. The diverse play opportunities afforded to children by natural playspaces can scaffold health benefits, appreciation of nature, and pro-environmental behaviors into adulthood. Environmental features and conditions of outdoor playspaces significantly influence the diversity and quality of play opportunities. Understanding how the physical environment can support high-quality play experiences can inform the design of stimulating, health-promoting playscapes for children. An observational behavior mapping framework was utilized to examine the environmental features of The Backyard, a large natural playscape, associated with play activities among young children. The Tool for Observing Play Outdoors was used to capture outdoor play types OPT), along with associated behavioral and environmental data, during seven days of field observation. While the playspace supported most OPTs, Physical and Exploratory play were most prevalent. Associations with activity intensity and risk play are also presented. Loose parts, particularly natural loose parts, were highly involved in most OPTs, but especially associated with Exploratory play. Ground topography showed some association with several OPTs and warrants further investigation. The environmental features of The Backyard supported an abundant and diverse range of outdoor play activities for young children and families.
... We did find that the association between greenness and the health burden of depressive disorders extended across various age groups and was significant particularly in those aged 5-49 years. Our findings are supported by several studies suggesting that greenness can reduce the risk of mental health burden among children and adults (80)(81)(82)(83)(84)(85)(86)(87)(88)(89)(90), even during pregnancy (91). Contrary to the previous findings on the impact of greenness on the elderly population (13, 92), we did not find significant association effects after age 49 years. ...
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Objective Prior studies have shown that greenness can reduce the burden of depressive disorders. However, most were focused on local-scale analyses while limited evaluated globally. We aimed to investigate the association between greenness and the burden of depressive disorders using data from 183 countries worldwide. Methods We used the normalized difference vegetation index (NDVI) to estimate greenness. Country-level disability-adjusted life year (DALY) loss due to depressive disorders was used to represent depressive disorder burdens. A generalized linear mixed model was applied to assess the relationship between greenness and depressive disorders after controlling for covariates. Stratified analyses were conducted to determine the effects of greenness across several socio-demographic levels. Results The findings showed a significant negative association between greenness and the health burden of depressive disorders with a coefficient of −0.196 (95% CI: −0.356, −0.035) in the DALY changes per interquartile unit increment of NDVI. The stratified analyses suggested beneficial effects of greenness on depressive disorders across sex, various age groups especially for those aged <49 years, with low-income and/or those living in highly urbanized countries. Conclusions Our study noted that greenness exposure was significant negative association with the burden of depressive disorders. The findings should be viewed as recommendations for relevant authorities in supporting environmental greenness enhancement to reduce the mental burdens.
... And today, for many, opportunities to experience nature-rich environments are becoming rare, while for others, the privilege of establishing contact with nature happens through leisure. The displacement of nature from our lives goes hand in hand with a widening social-economic gap documented through extensive environmental inequality research (Strife and Downey, 2009). It is not surprising that our cultural connections to nature become faint through a lack of access to green spaces. ...
... In a summative statement, Susan Strife and Liam Downey, both of the University of Colorado, have concluded that "increasing evidence suggests that access to nature and green space provides children with a myriad cognitive, emotional, and physical benefits" including "reduced stress and aggression levels." 42 Again, we can recognize the beneficial relationship between emotional and cognitive gains in psychological terms and the military goal of winning hearts and minds. Furthermore, just as building a school in a conflict zone implies a better future, tree planting symbolizes hope. ...
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This paper documents the United States military’s use of landscape as an active warfighting tool during Operation Enduring Freedom. A selection of declassified projects that outline plans for tree plantings, which range in scale and design intensity from individual tree replacement to urban park improvements and large-scale reforestation efforts, demonstrate a consistent weaponization of the physical and mental health benefits that result from exposure to green space. Together, the examples show how landscape design tactics can subdue counterinsurgency by promoting stability through social control and improving the mental health of local civilians. Finally, the paper offers a lens to understand the associations between health and landscape as a matter of military interest and political concern and, ultimately, as subject to control and resistance.
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Population-level analyses are inherently complex due to a myriad of latent confounding effects that underlie the interdisciplinary topics of research interest. Despite the mounting demand for generative population models, the limited generalizability to underrepresented groups hinders their widespread adoption in downstream applications. Interpretability and reliability are essential for clinicians and policymakers, while accuracy and precision are prioritized from an engineering standpoint. Thus, in domains such as population neuroscience, the challenge lies in determining a suitable approach to model population data effectively. Notably, the traditional strata-agnostic nature of existing methods in this field reveals a pertinent gap in quantitative techniques that directly capture major sources of population stratification. The emergence of population-scale cohorts, like the Adolescent Brain Cognitive Development℠ (ABCD) Study, provides unparalleled opportunities to explore and characterize neurobehavioral and sociodemographic relationships comprehensively. We propose diversity-aware population modeling, a framework poised to standardize systematic incorporation of diverse attributes, structured with respect to intrinsic population stratification to obtain holistic insights. Here, we leverage Bayesian multilevel regression and poststratification, to elucidate inter-individual differences in the relationships between socioeconomic status (SES) and cognitive development. We constructed 14 varying-intercepts and varying-slopes models to investigate 3 cognitive phenotypes and 5 sociodemographic variables (SDV), across 17 US states and 5 race subgroups. SDVs exhibited systemic socio-spatial effects that served as fundamental drivers of variation in cognitive outcomes. Low SES was disproportionately associated with cognitive development among Black and Hispanic children, while high SES was a robust predictor of cognitive development only among White and Asian children, consistent with the minorities’ diminished returns (MDRs) theory. Notably, adversity-susceptible subgroups demonstrated an expressive association with fluid cognition compared to crystallized cognition. Poststratification proved effective in correcting group attribution biases, particularly in Pennsylvania, highlighting sampling discrepancies in US states with the highest percentage of marginalized participants in the ABCD Study©. Our collective analyses underscore the inextricable link between race and geographic location within the US. We emphasize the importance of diversity-aware population models that consider the intersectional composition of society to derive precise and interpretable insights across applicable domains.
Chapter
Our planet is facing critical challenges and systemic changes that demand an urgent attention to educational and technological solutions that empower people to take care and protect our home. But, how can we protect something that we don’t love? Curiously provides resources and support to help caregivers and families with young children (ages 2–6) create playful and engaging learning adventures in nature together, promoting meaningful emotional bonding. It includes a mockup of an app that helps parents and caregivers plan such adventures and, eventually, will include a functionality that allows them to share their ex-presences with other families while developing a community that deepens the engagement with the platform and develops emotional bonding with the natural world. This paper describes in detail the systematic design process that was followed, including design insights from the literature and from user-soaked interactions.
Article
O contato com a natureza começa na infância, a percepção e a introdução às ciências naturais deveriam ser proporcionadas logo nos primeiros anos de vida. O objetivo com esse artigo foi capitular o conceito de aprendizagem significativa, além de discutir a relação com aprendizagem na natureza e com a educação ambiental, e como esse meio de ensino impacta na vida das crianças. A metodologia adotada se embasa no método dedutivo de pesquisa, por meio de uma compilação bibliográfica e documental. Diante dos resultados obtidos com a relevância do tema estudado, evidencia-se os grandes benefícios trazidos pelo contato com a natureza, trazendo crianças mais ativas, menos estressadas, menos interessadas em equipamentos eletrônicos, menos ansiosas e mais felizes.
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La educación ambiental surge como una estrategia frente a la crisis global ambiental. Por lo que, dentro de los procesos de aprendizaje de este campo se busca vincular la información teórica con la práctica, a partir de motivar en la niñez la experiencia y la exploración con la naturaleza. Sin embargo, para la población infantil que habita en las ciudades las oportunidades de aproximación a entornos naturales son más reducidas, en relación con quienes habitan en zonas rurales. El objetivo principal del presente estudio consiste en conocer el panorama en la implementación de la educación ambiental como proceso de enseñanza para la población infantil urbana a través del contacto que tiene con áreas naturales. Para lo anterior, fue realizada una investigación documental con un enfoque cualitativo, que se llevó a cabo mediante una revisión sistemática de artículos sobre educación ambiental, infancia y naturaleza, realizados entre 2011 a 2021. Entre las conclusiones, se destaca la relevancia que tiene la presencia y accesibilidad de áreas verdes en las ciudades, espacios que permiten a niñas y niños realizar actividades al aire libre y tener mayor acercamiento con la naturaleza, así como promover que los lugares destinados a la enseñanza integren vegetación en sus instalaciones y espacios exteriores. Palabras clave: ambiente, educación ambiental, infancia, zona urbana (Tesauro); naturaleza (palabra clave sugerida por los autores).
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Introduction Recent research investigating the benefits of being outdoors and contact with nature in children showed strong associations with children’s health and development. More teachers are choosing to integrate outdoor learning (OL) into their practice in Quebec, but few studies have focused on OL in the school environment, particularly in Canada and more specifically in Quebec, despite the fact that the school context lends itself favorably to this practice. Objective The purpose of this study was to portray OL in preschool and primary schools in Québec by identifying three key elements: (1) teachers’ perception of the outdoors, (2) the uses of OL in schools, and (3) teaching strategies and factors that influence teachers’ integration of OL. Methodology Semi-structured group interviews (n = 4) conducted with 14 teachers and participant observations (n = 4) were used for data collection. Inclusion criteria were to be a preschool or primary school teacher, to have taught at least eight sessions of OL in the past year, and to have no connection or contact with the research team prior to the start of the study. Results First, the results showed that teachers commonly understood the outdoors as being in the open air, practicing a physical activity, having the presence of nature, providing physical freedom and targeting a pedagogical intention. Second, teachers appeared to incorporate a variety of pedagogical intentions in OL (e.g., environmental awareness, interdisciplinary learning), in a variety of settings (e.g., city parks, woodlands), and with a variety of academic subjects (e.g., French, mathematics) and learning tasks (e.g., walking, nature shelter building). Third, teachers used a wide range of teaching strategies in OL (e.g., flexible planning, well-established routines). Participants also identified multiple factors specific to their setting that appeared to facilitate (e.g., parental support) or limit (e.g., storage of materials) their integration of OL into the school environment. Conclusion This study provided a better understanding of the current use of the OL in the Quebec school environment by identifying the common characteristics, limitations and winning strategies of its use in schools. Teachers and schools interested in OL could benefit from the results of this study, particularly those interested in adopting a Forest School or Udeskole approach.
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en développement curriculaire (CUDC), Université du Québec à Montréal, Montréal, QC, Canada3 Centre de Recherche Interdisciplinaire sur la Formation et la Profession Enseignante (CRIFPE), Université du Québec à Montréal, Montréal, QC, Canada4 École de Santé Publique de l’Université de Montréal (ESPUM), Montréal, QC, Canada 5 Centre de recherche de l’Institut de Santé Mentale de Montréal (CRIUSMM), Montréal, QC, CanadaABSTRACTIntroduction: Recent research investigating the benefits of being outdoors and contact with nature in children showed strong associations with children’s health and development. More teachers are choosing to integrate outdoor learning (OL) into their practice in Quebec, but few studies have focused on OL in the school environment, particularly in Canada and more specifically in Quebec, despite the fact that the school context lends itself favorably to this practice. Objective: The purpose of this study was to portray OL in preschool and primary schools in Québec by identifying three key elements: 1) teachers’ perception of OL, 2) its uses in schools, and 3) teaching strategies and factors that influence teachers’ integration of OL. Methodology: Semi-structured group interviews (n=4) conducted with 14 teachers and participant observations (n=4) were used for data collection. Inclusion criteria were to be a preschool or primary school teacher, to have taught at least eight sessions of OL in the past year, and to have no connection or contact with the research team prior to the start of the study. Results: First, the results showed that teachers commonly understood outdoor as being in the open air, practicing a physical activity, the presence of nature, having educational freedom and an intended objective. Second, teachers appeared to incorporate a variety of pedagogical intentions in OL (e.g., environmental awareness, interdisciplinary learning), in a variety of settings (e.g., city parks, woodlands), and with a variety of academic subjects and learning tasks (e.g., French, mathematics). Third, teachers used a wide range of teaching strategies in OL (e.g., having flexible planning and well-established routines). Participants also identified multiple factors specific to their setting that appeared to facilitate (e.g., parental support) or limit (e.g., storage of materials) their integration of OL into the school environment. Conclusion: This study provided a better understanding of the current use of the OL in the Quebec school environment by identifying the common characteristics, limitations and winning strategies of its use in schools. Teachers and schools interested in OL could benefit from the results of this study, particularly those interested in adopting a Forest School or Udeskole approach.
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Although many models of urban racial inequality make predictions about the geographic distribution of social groups and social goods, these predictions are rarely tested spatially This is because (1) it can be extremely difficult to measure geographic distance using social science datasets and (2) when studying residential segregation, researchers generally measure the total extent of segregation in a region rather than the distribution of racial and ethnic groups within a region. This article overcomes these problems by introducing a geographic information system (GIS) variable construction technique that allows researchers to measure the distance between social groups and goods more precisely than is otherwise possible and by demonstrating the importance of using maps to examine the distribution of social groups and goods within metropolitan areas.
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Recent widely publicized studies claim facilities for treatment, storage, and disposal of hazard ous wastes (TSDFs) are located in areas with higher than average proportions of minorities, thereby exposing minorities to relatively greater levels of potential risk. These claims have influenced national policies and public perceptions. This article revisits those claims in the first national study of TSDFs to use census tract-level data, finding no consistent and statistically significant differences in the racial or ethnic composition of tracts that contain commercial TSDFs and those that do not. Aggregating tracts surrounding TSDF tract locations, the authors find that the claims of the previous studies rest on using larger areal aggregates (zip code areas) on the peripheries of which the densities of minority populations are higher. The authors conclude that whether minorities are exposed to greater risk depends on how distance from TSDF sites is related to that nsk, an issue on which there is currently little knowledge.