Nature mentors and role models

Most of the research on mentoring within families focuses on adults serving as mentors or role models to their children. Some of this research, however, speaks to how children and parents influence each other. Some of this research also expands the role of parents or guardians from focusing primarily on pro-environmental attitudes and behaviors to include the importance of helping children cope with environmental loss. Current investigations into how parents influence their children’s nature connectedness support earlier findings showing that what parents do is more influential than what parents say. 

Parents and children influence each other in taking action for the environment

The 21 papers included in this literature review representing several different countries, all published since 2000, focused on adolescents in the context of environmentalism in the family. While most studies considered the influence of parents on children, a few studies found that children influence parents too. Parents’ behaviors had a greater influence on children’s environmental behaviors than the rules that parents establish. Culture and parenting styles influenced how and to what extent children influenced their parents.
Aghayeeabianeh & Talebi, 2020. Environmentalism in families.
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The Parental Self-Efficacy (NCPSE) scale may be helpful in assessing parents’ feelings of competence in promoting children’s nature connectedness

This research was based on the understanding that while parents play an important role in connecting their children with nature, some parents may not feel competent in doing so. Researchers in the U.K. addressed this concern by developing and validating a tool to measure parents’ feeling of competency in engaging their children with nature. This tool may be helpful to environmental professionals, researchers, policy makers and organizations working to promote families’ connectedness to and engagement with nature.
Barnes et al., 2021. Development and testing of the Nature Connectedness Parental Self-Efficacy (NCPSE) scale.
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Parents play an important role in promoting children’s connection with nature and helping them cope with environmental loss

This research focused on two parallel streams of research addressing young people’s feelings of connection with nature – one on nature connection as a primarily positive experience, the other examining loss as a painful side of connection with nature. Both areas speak to the importance of parents and other adults in promoting childhood nature connection and constructive hope. This research calls for the integration of research on connection with nature and coping with environmental change.
Chawla, 2020. Childhood nature connection and constructive hope: A review of research on connecting with nature and coping with environmental loss.
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Mothers’ environmental attitudes and behaviors predict how their children will relate to nature when they become young adults

This study collected data from 74 individuals in the U.S. when they were 6 years of age and again when they were 18. At age 6, information collected related to both child and mother; at age 18, just the young adult. Both times included measures of environmental attitudes and behaviors. Findings showed that the young adults who grew up with mothers who had more pro-environmental behaviors and attitudes behaved in a more pro-environmental manner themselves.
Evans, Otto & Kaiser, 2018. Childhood origins of young adult environmental behavior.
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Parents, as well as nature itself, help to shape a child’s ecological identity

This study examined the role of both parents and nature in the development of a child’s ecological identity. Drawing on journal entries composed by a parent/researcher in British Columbia, a young child’s exploration of a river is considered within a discussion of both the parent and nature as key contributors to a child’s ecological identity. The study offers implications for environmental education, especially in regard to parents working with nature as educators for a child.
Humphreys & Blenkinsop, 2018. Ecological identity, empathy, and experiential learning: A young child’s exploration of a nearby river.
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Eco-parenting promotes climate change mitigation and adaptation capacities in children

Researchers in Nigeria present a theoretical consideration of the role of eco-parenting, a form of ecological education, in building climate change mitigation and adaptation capacities in children. The discussion highlights the authoritative parenting style, a child-centered approach through which eco-parenting can instill environmental ethics and model pro-environmental behavior. Initiatives to educate parents on ecological issues are imperative to supporting eco-parenting and will give children opportunities to practice climate friendly behaviors.
Nche, Achunike & Okoli, 2019. From climate change victims to climate change actors: The role of eco-parenting in building mitigation and adaptation capacities in children.
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Children’s nature connectedness is strongly associated with parents’ connection to nature

Researchers analyzed data from 209 U.K. children and their parent/guardian to investigate factors associated with children’s nature connectedness. Of all variables considered, including frequency of nature visits, an adult with high nature connectedness in the same household was the strongest predictor of children’s nature connectedness. The study highlights the vital role parents/guardians play in nurturing children’s nature connectedness and calls for policies and programs that support nature connectedness among adults who are influential in children’s lives.
Passmore et al., 2020. Parental/guardians’ connection to nature better predicts children’s nature connectedness than visits or area-level characteristics.
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Children with family members who have negative attitudes towards nature are likely to exhibit biophobia

A study involving over 5000 fifth- and sixth-grade students from Japan documented the role of adult family members in children’s negative attitudes towards nature, or “biophobia.” Surveys completed by children assessed their attitudes towards invertebrates (insects and spiders) which were compared to their reports of family members’ attitudes towards invertebrates. Children whose adult family members had negative attitudes about invertebrates, including dislike, disgust, fear and perceived danger, were likely to have negative attitudes themselves.
Soga et al., 2020. How can we mitigate against increasing biophobia among children during the extinction of experience?
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Research specifically focusing on environmental mentors in educational settings is somewhat scarce. One concept that can be gleaned from this limited research is that mentoring for nature connectedness and environmental sustainability may look a little different in educational versus home settings. In early childhood programs, for example, mentoring may take the form of support for child-led versus teacher-directed interactions with nature. This indirect form of mentoring can promote young children’s biophilia and meaningful actions for sustainability.

Early childhood educators nurture young children’s enthusiasm for learning in nature

A study investigating the role of early childhood educators in outdoor learning considered how seven teachers in Norway engaged young children in foraging and gardening activities. Researchers found that teachers’ roles centered upon leading with enthusiasm and curiosity, following children’s interests and encouraging exploration. Teachers’ own engagement and enthusiasm for adventurous outdoor experiences inspired children’s engagement and enthusiasm. The research supports the view that teachers are important role models in engaging children in nature-based learning.
Bergan et al., 2023. The teacher’s role for engagement in foraging and gardening activities in kindergarten.
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Early childhood educators played a key role in helping a young child move from aversion to positive connections with nature

Information collected over a 3-month period was used to explore how participation in a nature preschool in the U.S. influenced one child’s connectedness to nature. Findings showed that the child’s dispositions toward nature evolved from aversion to empathetic expressions of care. While peers and direct nature-related experiences played important roles in nurturing the child’s connectedness to nature, changes in her nature connectedness were also influenced by adults.
Kharod & Arreguín-Anderson, 2018. From aversion to affinity in a preschooler’s relationships with nature.
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Early childhood educators can help young children become meaningfully involved in sustainability issues

This field report describes two projects – one in Australia and one in the United States – in which preschool children played an active role in the regeneration of natural environments. Each project was child-led, with the teachers serving as facilitators. Data collected through recordings, journals and artifacts indicated that the children experienced empathy for non-human species and viewed themselves as capable of engaging in sustainable practices beyond their individual classrooms.
Konerman et al., 2021. Children’s agency and action in nature preschool: A tale of two programs.
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The presence of mentors or role models – whether working within or outside of nature-based programs — has been linked to increased nature engagement and other positive child/youth development goals.

Pairing adult mentors with child mentees may be effective in promoting more time outdoors and nature engagement among urban youth and families

Pre- and post-surveys and interviews were used to evaluate the outcomes of a program in the U.S. engaging adult mentors and child mentee pairs and families in outdoor, nature-based activities. Results identified some environmental barriers but also demonstrated how programs linking adult mentors with child mentees in nature activities may be helpful in urban, low-income neighborhoods where people are more likely to be significantly impacted by socioeconomic and environmental barriers.
Hackett et al., 2021. Nature Mentors: A program to encourage outdoor activity and nature engagement among urban youth and families.
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Eco-tourism professionals recognize the essential role of adults in enhancing young children’s relationships with nature

Interviews with 11 professionals in ecotourism, conservation and education in Queensland, Australia focused on how play supports children’s connectedness with nature. One of the primary themes emerging from their responses related to the importance of adults in supporting young children’s learning about nature. Their responses also revealed an appreciation of how early childhood experiences in nature relate to the development of pro-environmental values and attitudes.
King, García-Rosell & Noakes, 2020. Promoting children-nature relations through play-based learning in ecotourism sites.
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Role models may be vital to students’ development of environmental responsibility and other positive youth traits

Data from 3000 U.S. middle school students who participated in a residential environmental education program showed that students who identified a role model in their life scored higher on measures of environmental responsibility, character development, leadership and attitudes toward school than students who did not identify a role model. Results also showed that who students identified as role models changed significantly after participating in the program.
Stern et al., 2018. What difference do role models make? Investigating outcomes at a residential environmental education center. 
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How do we inspire the next generation of nature champions? 

Time in nature during childhood and role models who care for nature are the two biggest factors that contribute to environmental stewardship in adulthood.

Check out our evidence-based infographic that highlights how meaningful outdoor experiences can benefit children and inspire then to care for the natural world.