Relational values reflect the qualities of the relationships between humans and nature, such as care, social bonding, place attachment and spiritual meanings. In this perspective article, we argue that understanding relational values is vital for nature conservation, and we identify how incorporation of these values may function as leverage points for achieving more effective nature policy. We discuss the distinctive features of the concept of relational values and elaborate how relational values strongly influence people’s perceptions of, engagement with and action for nature. Relational values can also provide important deep leverage points for policy interventions aiming to support citizen’s contribution to nature conservation, to strengthen biodiversity policy and the relationship between people and nature. Based on three realms of leverage (re-think, re-structure and re-connect), we distinguish six routes through which relational values can be integrated in policies and practices of nature conservation: (1) incorporation of pluralized meanings of nature; (2) the uptake of relational language in policy discourse; (3) a prioritization of landscape-based policy; (4) empowering citizens in nature conservation; (5) re-orienting nature education to stimulate people’s personal bond with nature; and (6) using digital technology to stimulate new relationships with nature.

Direct childhood nature experiences have decreased rapidly over the last generations. Similar to the shifting baseline syndrome where new generations accept impoverished biodiversity as a new point of reference, we are at risk not only of having fewer childhood nature experiences, but also of accepting these diminished opportunities to connect with nature as the norm. This paper examines children’s experiences in, and perception of, nature in their day-to-day context. To this end, 1532 Dutch school children’s drawings of their favourite place for playing outdoors were analysed, including the elements that they indicated in their drawings as nature. The study shows that for Dutch children, these favourite places are often playgrounds in built environments and that, in order to counter this decrease in direct day-to-day childhood nature experiences, provision should be made for more natural areas in which children can play without adult supervision.

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

Public participation is becoming increasingly important in integrative river restoration projects. However, studies show that flood risk awareness is generally low among residents of flood-prone areas, making it (more) difficult for project managers to involve the public. We contribute to understanding this generally low flood risk perception by carrying out a survey (N = 631) among residents in a Dutch floodplain and studying the connection between flood risk perception and sense of place. We found that expected damage is influenced by (collective) memory of near-floods and that residents with a high self- and group efficacy expect less damage. Against our hypothesis, we conclude that sense of place hardly influences flood risk perception, only nature bonding does. We recommend further research to study the complex relationships between flood risk perception, sense of place and self-efficacy from a theoretical need, but also because of the implications of these results for communication in flood risk management and motivations to engage in participation processes.

Citizen science approaches to data collection are growing in popularity, in part because of their potential for achieving both scientific and educational objectives. Evaluating the impacts of participation on citizen scientists is important, yet such evaluations are still relatively rare. In addition, recent literature reviews indicate that existing studies often focus on content learning, make limited use of existing scales, and rarely report null results. This paper reports an evaluation of the demographic profile, motivations and learning outcomes of participants in the Dutch National Bee Survey, a national-scale citizen science project involving citizens in collecting observational data of wild bees. Using a repeated measures survey study, we assessed the impact of participation on respondents’ attitudes and behavioural intentions regarding bees, and their attitudes towards nature, citizenship, and citizen science. Our baseline (N = 373) and follow-up (N = 208) surveys indicate that our respondents are of a relatively high age and education level, have a pre-existing affinity with nature, and are strongly motivated by conservation concerns and learning about bees. Assessment of learning outcomes indicated a significant difference between two types of self-report questions: respondents reported significant gains in knowledge and appreciation of wild bees, yet attitudinal scales indicated no significant shifts in attitudes towards bees, nature, citizen science, or citizenship. In our discussion, we suggest several explanations for this finding, including respondents’ pre-existing affinity with nature, and advance suggestions for future research into citizen science learning outcomes.