Engaging with nature is needed for the holistic development of children. However, a lack of longitudinal research exists to outline the impact of Outdoor Learning in the school curriculum. In our current educational climate which places inordinate focus upon evidence-based outcomes, teachers are needing encouragement to embrace unconventional nature-based pedagogies. In the late 1970s, a bespoke Wilderness Studies class was introduced in an Australian school for adolescents which extended over two full academic years. Three decades later, these students were contacted to assess the residual impact of this pioneering teaching method. Utilizing social media research techniques, the study unveils their salient memories to enable a better understanding of the enduring impact of nature immersion. Invariably, respondents argued the outdoor experiences eclipsed their indoor classroom counterpart and left an indelible impression on their formative years of education. Surprisingly, a large number had occupations involving outdoor leadership or environmental stewardship. Our retrospective study conveys the durability of Outdoor Learning 30 years after completion. We conclude with a facilitation model underpinned by three Rs: Resilience, Reflection, and Relationship emanating from reflecting on years of successful pedagogical practice. Derived from positive psychology, contemplative practice, storytelling, indigenous teachings, and slow pedagogies, the core elements have been incorporated into a learning framework. Lessons learned from the trailblazing pedagogy have helped distil the key principles needed in the 21st-century curriculum. As we head toward a new era of nature-estranged students, these findings offer insights and gravitas for educators searching for tangible pathways to engage students with wild spaces.

According to the Australasian Society for Developmental Paediatrics, experiential learning and outdoor play contain elements of risk, bravery, uncertainty, exploration, personal challenge, and adventure. These attributes are fundamental to a child’s growth, development, and wellbeing, and yet, in contemporary society, outdoor experiences have significantly declined. This scoping review explores the benefits and affordances of nature-based risky play and adventure education across early childhood and adolescence, asking what developmental opportunities emerge when children and adolescents engage in meaningful outdoor challenges. Adopting a benefit–risk approach where safety is “as safe as necessary” rather than “as safe as possible,” the review identifies common elements across developmental stages. A scoping review following PRISMA-ScR guidelines synthesised empirical studies (2015–2025). Our review included 40 empirical studies from a total of 5218 references, using diverse methodologies conducted predominantly in Western nations. All 40 studies reported positive associations across multiple developmental domains. Eight key themes developed: resilience and confidence, wellbeing, physical skills, autonomy and agency, nature connectedness, quality play provision, and educator influence. Authentic child agency and autonomy functioned as critical mechanisms through which benefits are realised across early childhood and school-aged populations. Key benefits included enhanced mental health, social competence, and anxiety prevention. Implementation barriers persist, including parental anxiety, institutional liability concerns, and cultural risk aversion. Evidence overwhelmingly supports nature-based risky play and outdoor adventure education as beneficial for child and adolescent development. Translation into practice remains limited by stakeholder attitudes and systemic barriers. Future research should prioritise longitudinal studies, cross-cultural investigation, and equity-focused approaches addressing disparities in access to positive risk-taking.

Vulnerable communities represent the most at-risk populations facing inequities and negative health, economic and social wellbeing outcomes. Community gardening has emerged globally as a community-based remedy to reduce these inequities and enhance wellbeing. This paper examines the psychological, socio-cultural and health impact of social housing design that includes access to, and engagement with green spaces. The project was multi-disciplinary and used mixed-method research to examine the impact of community gardening for people in social housing. Two interrelated studies were conducted; study 1 involved 33 social housing gardeners in a pre-post program survey. Statistically significant improvements were found in participants' satisfaction with personal wellbeing, health, and community connectedness; as well as increased gardening skills, positive social experiences, and time spent in nature. Study 2 involved 34 semi-structured interviews conducted with program facilitators and partner organisation staff. Results uncovered that participant's engagement with gardening was restorative and regenerative. Four salient themes emerged from our mixed methods study: 1) connection to self; 2) connection to others, 3) connection to place; and 4) connection to purpose. The findings showcase some of the key principles of a successful social and nature prescription intervention for vulnerable people. Community gardening was shown to amplify civic pride and bolster community resilience. Our research suggests the broad impact of community gardening on participant outcomes for vulnerable populations and enhances the capacity of practitioners to translate research into policy and practice for sustainable, restorative residential communities.

This mixed-methods research examined the impact of the Guardians of the Park program, a 10-week nature-based intervention supporting adolescents experiencing social and educational disadvantage in Western Sydney. Grounded in biophilia theory and utilising a hermeneutic phenomenological approach, the study explored whether immersive habitat restoration, cultural learning, and outdoor education could strengthen nature connectedness, self-esteem, and social-emotional wellbeing. Quantitative data were collected using the Extended Inclusion of Nature in Self (EINS) scale, complemented by qualitative data from observations, interviews, and reflective field notes. Due to irregular attendance and literacy challenges, qualitative data emerged as the most reliable indicator of student experience and change. Findings demonstrated notable improvements in social skills, confidence, autonomy, and executive functioning. Participants showed strengthened peer relationships, increased willingness to take on leadership roles, and greater emotional regulation. A deepening attunement to place emerged as students became more observant, appreciative, and respectful of the natural environment. Cultural engagement with First Nations educators proved particularly influential, fostering belonging, curiosity, and connection to Country. The program structure, flexible, relational, experiential, and strengths-based, was found to support its effectiveness. From these findings, a set of provisional design principles were analytically derived, highlight the importance of cultural grounding, reflective practice, intergenerational connection, and participatory program structures. The study suggests that structured nature-based programs may support pro-social behaviour, wellbeing, and ecological connection among disengaged youth, offering insights to inform future research and contextually responsive practice across education, public health, and community initiatives. A longer-term project implementation

This chapter explores the intersection of research and practice in nature-infused teaching and learning, offering insights into how nature-based pedagogies can enhance student engagement, wellbeing, and ecological stewardship. Grounded in contemporary research and written by education practitioners, it examines the cognitive, social, and emotional benefits of integrating nature into educational settings. We explore the role of schools in fostering a deeper connection between children and the natural world. The discussion highlights key themes, including outdoor learning, sustainability education, and the impact of green spaces on student health. Through a series of provocations, readers are invited to reflect on their own contexts, considering how encounters with nature can be embedded into curricula, classroom environments, and school culture. We challenge traditional notions of teaching by advocating for experiential, place-based, and inquiry-driven approaches that connect students with local ecologies and global environmental challenges. Practical recommendations are provided to support teachers in implementing nature-based learning using simple classroom strategies that promote ecostewardship and sustainability. By bridging theory with practice, this chapter equips educators with the knowledge and tools to cultivate meaningful nature experiences, fostering students’ sense of environmental responsibility and wellbeing. It calls on teachers to reimagine their pedagogical approaches, leveraging the power of nature to enrich learning and nurture a generation of environmentally conscious citizens.