Making the Case for a Null Effects Framework in Environmental Education and K-12 Academic Outcomes: When “Just as Good” Is a Great Thing

Stevenson, Kathryn T.; Peterson, M. Nils; Carrier, Sarah; Strnad, Renee; Olson, Ryan A.; Szczytko, Rachel

doi:10.3389/fcomm.2018.00059

Cited by 7 publications

(1 citation statement)

References 48 publications

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“…Research in this realm may be difficult (e.g., obtaining student test scores), of tangential interest (e.g., researchers may not put stock in test scores as a legitimate measure of learning), and sometimes even hard to show (Stevenson et al, 2019). However, we suggest that even studies that show that green schoolyards are at least as effective as classroom learning may be beneficial in countering arguments that time outdoors take away from instructional time (Ernst, 2009;Ernst, 2012;Stevenson et al, 2019). As academic outcomes (i.e., grades, test scores) represent a major policy currency of schools, research in this area is critical to accelerating adoption of green schoolyards so that every child and community has access to nature.…”

Section: Academic Performancementioning

confidence: 99%

A national research agenda supporting green schoolyard development and equitable access to nature

Stevenson

Moore

Cosco

et al. 2020

Elementa: Science of the Anthropocene

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The benefits of nature are increasingly well-documented and diverse, but they are inequitably distributed. A large and growing body of literature including observational, experimental, and epidemiological studies support a myriad of benefits of access to nature. Exposure to green settings, including urban green spaces, is associated with positive outcomes related to physical health, ranging from cardiovascular health (Duncan et al., 2014) to pregnancy and birth outcomes (Dadvand et al., 2014). Mental health benefits are also diverse, including recovery from stress (Li and Sullivan, 2016), reduced depression (South et al., 2018), restoration of attention (Joye and Dewitte, 2018), and calming our need to scan for threats (Browning and Alvarez, 2019). Community-level benefits of increased exposure to green spaces include increased community cohesion (Peters et al., 2010) and lower crime levels (Wolfe and Mennis, 2012). In addition, green settings are associated with higher academic achievement (e.g., higher scores on standard tests of attention: Kuo, Browning, and Penner, 2018); and pro-environmental behaviors (Stevenson et al., 2013; Chawla, 2015). However, it is also well documented that access to nature is not equitable. Increasingly, access to nature is a privilege, with low-income communities and communities of color being underrepresented in the use of outdoor spaces (Wen et al., 2013) and having fewer opportunities to engage with nature than their wealthier or white counterparts (Rigolon, 2016). In addition, children in low-income communities may benefit from time in nature to a greater degree than their higher income peers (i.e., the equigenic effect: Mitchell et al., 2015). In short, nature is less accessible to those who would benefit from it most and thus not equitable. Green schoolyards are "school grounds where natural elements are present and abundant" (Children & Nature Network, 2016a: 4). They may include playground equipment, sports facilities, community gathering spaces, accessible pathways, outdoor classrooms, storage, storm water capture elements, nature play settings, trails, etc. Most critically, they include native vegetation (trees, shrubs, grassland, flowers, etc.), pollinator and/or edible fruit and vegetable gardens, associated animal life, and other natural

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