Understanding the short- and long-term impacts of a biomonitoring and exposure project and reporting personal results back to study participants is critical for guiding future efforts, especially in the context of environmental justice. The purpose of this study was to evaluate learning outcomes from environmental communication efforts and whether environmental health literacy goals were met in an environmental justice community. We conducted 14 interviews with parents who had participated in the University of Arizona’s Metals Exposure Study in Homes and analyzed their responses using NVivo, a qualitative data management and analysis program. Key findings were that participants used the data to cope with their challenging circumstances, the majority of participants described changing their families’ household behaviors, and participants reported specific interventions to reduce family exposures. The strength of this study is that it provides insight into what people learn and gain from such results communication efforts, what participants want to know, and what type of additional information participants need to advance their environmental health literacy. This information can help improve future report back efforts and advance environmental health and justice.

Environmental health literacy (EHL) has recently been defined as the continuum of environmental health knowledge and awareness, skills and self-efficacy, and community action. In this study, an interdisciplinary team of university scientists, partnering with local organizations, developed and facilitated EHL trainings with special focus on rainwater harvesting and water contamination, in four communities with known environmental health stressors in Arizona, USA. These participatory trainings incorporated participants’ prior environmental health risk knowledge and personal experiences to co-create training content. Mixed methods evaluation was conducted via pre-post participant surveys in all four trainings (n = 53). Participants who did not demonstrate baseline environmental science knowledge pre-training demonstrated significant knowledge increase post-training, and participants who demonstrated low self-efficacy (SE) pre-training demonstrated a significant increase in SE post-training. Participants overall demonstrated a significant increase in specific environmental health skills described post-training. The interdisciplinary facilitator-scientist team also reported multiple benefits, including learning local knowledge that informed further research, and building trust relationships with community members for future collaboration. We propose contextual EHL education as a valuable strategy for increasing EHL in environmental health risk communities, and for building academia-community partnerships for environmental health research and action.

Gardenroots: A Citizen Science Project (2015) is the product of a needs assessment, revealing environmental quality concerns of gardeners living near hazardous waste or resource extraction activities. Participants were trained, collected garden samples for analysis, and later received their data visualized (individual and aggregated) via community events or mail. This article describes participant motivations, changes in knowledge and efficacy, and whether these depend on the mode of data sharing and visualization. Motivations were internal, and self-efficacy increased, while knowledge and satisfaction were higher in event attendees due to increased researcher contact. This reveals importance of data-sharing events, data visualizations, and participatory research processes.

For many, citizen science is exciting because of the possibility for more diverse, equitable partnerships in scientific research with outcomes considered meaningful and useful by all, including public participants. This was the focus of a symposium we organized at the 2015 conference of the Citizen Science Association. Here we synthesize points made by symposium participants and our own reflections. Professional science has a participation problem that is part of a larger equity problem in society. Inequity in science has negative consequences including a failure to address the needs and goals arising from diverse human and social experiences, for example, lack of attention to issues such as environmental contamination that disproportionately impact under-represented populations, and a failure to recognize the pervasive effects of structural racism. Inequity also encourages mistrust of science and scientists. A perception that science is practiced for the sole benefit of dominant social groups is reinforced when investigations of urgent community concerns such as hydraulic fracturing are questioned as being biased endeavors. Defined broadly, citizen science can challenge and change this inequity and mistrust, but only if it reflects the diversity of publics, and if it doesn't reinforce existing inequities in science and society. Key will be the way that science is portrayed: Acknowledging the presence of bias in all scientific research and the tools available for minimizing this, and demonstrating the utility of science for local problem solving and policy change. Symposium participants called for reflexive research, mutual learning, and other methods for supporting more equitable engagement in practice and in the activities of the Citizen Science Association.

Reporting data back to study participants is increasingly being integrated into exposure and biomonitoring studies. Informal science learning opportunities are valuable in environmental health literacy efforts and report back efforts are filling an important gap in these efforts. Using the University of Arizona’s Metals Exposure Study in Homes, this commentary reflects on how community-engaged exposure assessment studies, partnered with data report back efforts are providing a new informal education setting and stimulating free-choice learning. Participants are capitalizing on participating in research and leveraging their research experience to meet personal and community environmental health literacy goals. Observations from report back activities conducted in a mining community support the idea that reporting back biomonitoring data reinforces free-choice learning and this activity can lead to improvements in environmental health literacy. By linking the field of informal science education to the environmental health literacy concepts, this commentary demonstrates how reporting data back to participants is tapping into what an individual is intrinsically motivated to learn and how these efforts are successfully responding to community-identified education and research needs.

Soil and water pollution by metals and other toxic chemicals is difficult to measure and control, and, as such, presents an ongoing global threat to sustainable agriculture and human health. Efforts to remove contaminants by plant-mediated pathways, or “phytoremediation”, though widely studied, have failed to yield consistent, predictable removal of biological and chemical contaminants. Emerging research has revealed that one major limitation to using plants to clean up the environment is that plants are programmed to protect themselves: Like white blood cells in animals, border cells released from plant root tips carry out an extracellular trapping process to neutralize threats and prevent injury to the host. Variability in border cell trapping has been found to be correlated with variation in sensitivity of roots to aluminum, and removal of border cell results in increased Al uptake into the root tip. Studies now have implicated border cells in responses of diverse plant roots to a range of heavy metals, including arsenic, copper, cadmium, lead, mercury, iron, and zinc. A better understanding of border cell extracellular traps and their role in preventing toxin uptake may facilitate efforts to use plants as a nondestructive approach to neutralize environmental threats.