1. 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.2. 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).3. 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. 4. 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. 5. Neither parents' attitudes towards green space nor the amount of time spent outside by their children varied with school type or garden access. 6. Our results suggest that lockdown restrictions exacerbated pre-existing differences in access to nature between urban and rural children in our sampled | 401 People and Nature HOWLETT and TURnER

1. Wildlife-documentary production has expanded over recent decades, while studies report reduced direct contact with nature. The role of documentaries and other electronic content in educating people about biodiversity is therefore likely to be growing increasingly important. This study investigated whether the content of wildlife documentaries is an accurate reflection of the natural world and whether conservation messaging in documentaries has changed over time.2. We sampled an online film database (n = 105) to quantify the representation of taxa and habitats over time, and compared this with actual taxonomic diversity in the natural world. We assessed whether the precision with which an organism could be identified from the way it was mentioned varied between taxa or across time, and whether mentions of conservation and anthropogenic impacts on the natural world changed over time.3. Mentions of organisms (n = 374) were very biased towards vertebrates (81.1% of mentions) relative to invertebrates (17.9% of mentions), despite vertebrates representing only 3.4% of described species, compared to 74.9% for invertebrates.Mentions were highly variable across groups and between time periods, particularly for insects, fish and reptiles. Plants had a consistently low representation across time periods. 4. A range of habitats was represented, the most common being tropical forest and the least common being deep ocean, but there was no change over time.5. Mentions identifiable to species were significantly different between taxa, with 41.8% of mentions of vertebrates identifiable to species compared with just 7.5% of invertebrate mentions and 10% of plant mentions. This did not change over time.6. Conservation was mentioned in 16.2% of documentaries overall, but in almost 50% of documentaries in the current decade. Anthropogenic impacts were mentioned in 22.1% of documentaries and never before the 1970s. 7. Our results show that documentaries provide a diverse picture of nature with an increasing focus on conservation, with likely benefits for public awareness. However, they overrepresent vertebrate species, potentially directing public

The growing disconnect between children and nature has led to concerns around the loss of ecological knowledge and reduced nature connection. Understanding children’s perceptions of nature is vital for engaging them with local wildlife and mitigating this growing disconnect. This study investigated children’s perceptions of nature by analysing 401 drawings made by children (aged 7–11) of their local green spaces, collected from 12 different English schools, including state-funded and privately funded. We assessed which animal and plant groups were drawn the most and least often, quantified each drawing’s species richness and community composition, and identified all terms used in the drawings to the highest taxonomic resolution possible. The most commonly drawn groups were mammals (80.5% of drawings) and birds (68.6% of drawings), while herpetofauna were the least commonly drawn (15.7% of drawings). Despite not explicitly being asked about plants, 91.3% of drawings contained a plant. Taxonomic resolution was highest for mammals and birds, with 90% of domestic mammals and 69.6% of garden birds identifiable to species, compared to 18.5% of insects and 14.3% of herpetofauna. No invertebrates other than insects were identifiable to species. Within plants, trees and crops were the most identifiable to species, at 52.6% and 25% of terms respectively. Drawings from state-school children had higher plant richness than those from private-school children. Animal community composition differed between school funding types, with more types of garden birds drawn by private-school than state-school children, and more types of invertebrates drawn by state-school than private-school children. Our findings indicate that children’s perceptions of local wildlife are focused on mammals and birds. While plants feature prominently, plant knowledge is less specific than animal knowledge. We suggest that this skew in children’s ecological awareness be addressed through better integration of ecology within national curricula and more funding for green space within schools.