The “why,” or rationale, of involving children and youth in nature-based initiatives includes concerns about social justice and their right to be involved. The “why” also includes the benefits gained by involving youth. Such benefits apply to programs, children and youth, the environment, and the larger community. 

Participatory design in schoolyard revitalization is linked to student knowledge, perceived efficacy and design outcomes

Teenagers involved with a participatory landscape design project at their schools in Detroit, Michigan worked in groups to create models of an optimal school yard. Their involvement with the project continued throughout the implementation phase at each of the schools. Post-implementation survey results indicated that the participating youth felt empowered and enthusiastic about making tangible physical improvements to the landscape in their low-income neighborhoods.
Bartlett, 2014. Participatory landscape design Detroit: A tool for environmental education and action.
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Children’s participation in public space planning increases the likelihood of children feeling safe in those spaces during socio-natural disaster

Three case studies explored children’s perception of how public space in Valparaíso, Chile might be used when socio-natural disasters occur. Data collected through focus groups, participatory mapping, and scale model activities showed that, for public spaces to be seen as protective in case of natural disaster, the spaces must be familiar to and appreciated by children. Designing spaces with children’s input results in greater use, and therefore familiarity and appreciation of, public green spaces.
Caro, Canales & Guéguen, 2022. Public space and urban resilience: Children’s perspectives. The case of the hills of Valparaíso, Chile.
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Nature-related and culturally-relevant art activities support young people’s active participation in their urban communities

This study focused on three participatory urban projects in the U.S. designed to promote a sense of inclusion, connection and belonging through nature and the arts. Artistic methods used to accomplish these goals included nicho boxes, photovoice and garden art. Feedback from the participating children and youth indicated that they felt their voices were heard, that their input mattered and that they had contributed to their community.
Derr, 2017. Participation as a supportive framework for cultural inclusion and environmental justice.
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Engaging young people in open space planning produces meaningful outcomes

This report describes how the Open Space and Mountain Parks (OSMP) department in Boulder, Colorado engaged 95 young people (age 4-17) in identifying strategies for enhanced visitor experience to specific open space areas. The young people’s perspectives led to concrete changes to the city’s original plan and prompted organizational shifts within OSMP to allow for greater youth participation in future planning initiatives.
Derr, Ruppi & Wagner, 2016. Honoring voices, inspiring futures: Young people’s engagement in open space planning.
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Participatory planning can make positive impacts on young people while contributing valuable ideas to the planning processes

This case study exemplifies how participatory planning allowed 52 children and 16 youth to be actively involved in addressing the future of density within Boulder, Colorado. Feedback from participating students indicated that they valued the increased opportunities for dialogue and collaboration. Students demonstrated more positive attitudes toward the government and increased understanding of diverse needs within a city. The city gained new and meaningful ideas for planning processes.
Derr & Kovács, 2017. How participatory processes impact children and contribute to planning: A case study of neighborhood design from Boulder, Colorado, USA. 
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Children’s engagement in social campaigning can promote life-long social activism

This paper describes how a group of children (age 5-15) solicited adult cooperation in their campaign to save a natural playspace in London from being converted to a housing development. Fifty years later, interviews with three of the individuals involved in the campaign as children indicated that the experience promoted an enduring sense of agency and continued engagement in social activism.
Keating, 2017. Saving Tammoland: A microhistory of children’s action to save a wasteground playground, 1965-1968.
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Approaches to involving youth in nature-based initiatives vary considerably. Venues discussed in this section of the Digest include landscape design, research investigations, curriculum development, intergenerational practice and participatory science. Specific ways in which youth are involved include participation on advisory councils, on-line engagement through game-like activities and assuming a leadership role in research and/or conservation projects.

Providing innovative and participatory approaches for climate change education can empower children and young people

Most studies in this systematic literature review on climate change education were conducted in the U.S. and focused primarily on formal curricula, student and teacher content knowledge, and the influence of public opinion and policy associated with climate change. Common methods and practices in climate change education used in these studies reflect “top-down” versus “bottom-up” approaches. Suggestions for more participatory and creative approaches are offered.
Rousell & Cutter-Mackenzie-Knowles, 2020. A systematic review of climate change education: Giving children and young people a ‘voice’ and a ‘hand’ in redressing climate change.
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Youth-focused participatory science can build capacity for future conservation actions

Data from three case studies of youth-focused community and citizen science (CCS) programs in the U.S. revealed that participating youth developed different aspects of environmental science agency (ESA), including ecological knowledge, expertise, and capacity to take action. Key processes through which they developed ESA included rigorous data collection, dissemination of scientific findings to authentic external audiences, and investigation of complex social-ecological systems.
Ballard, Dixon & Harris, 2017. Youth-focused citizen science: Examining the role of environmental science learning and agency for conservation.
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Participatory approaches, role modeling and peer education ground a framework supporting youth active citizenship and environmental stewardship

Youth Leading Environmental Change (YLEC) was developed by a collaboration of researchers, staff of environmental organizations, and young environmental leaders from six countries. YLEC includes a series of workshops facilitated by youth environmental activists and local environmental organizations. The workshop begins with fostering awareness of climate change impact on marginalized communities and then introduces action projects which connect participating youth with youth from other countries.
Hickman, Riemer & YLEC Collaborative, 2016. A theory of engagement for fostering collective action in Youth Leading Environmental Change.
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Intergenerational practice may increase the involvement of youth in sustainable development projects

This case study explored the potential of intergenerational practice for engaging two underrepresented groups (youth and elderly women) in sustainability projects. Data based on interviews with 75 individuals involved with this project in Austria showed that both the young and old participants seemed interested in an exchange with the other group.
Mitrofanenko et al., 2018. Biosphere reserve for all: Potentials for involving underrepresented age groups in the development of a biosphere reserve through intergenerational practice.
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A game-based and expert-supported approach engages youth in urban planning for a sustainable future

An application of a popular video game, Minecraft,  was used to help youth in Kosovo learn about and become interested in sustainable urban design. A related case study indicated that this e-participation approach, under the guidance of experts, allowed youth to feel empowered and to become meaningfully engaged in the design of public spaces in their community.
Rexhepi, Filiposk & Trajkovik, 2018. Youth e-participation as a pillar of sustainable societies.
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A “whole institution” approach may promote more active student engagement in school environmental programs

This research investigated the state of student engagement in the Eco-School program in two secondary schools — one in Spain, one in the Netherlands. Data collected primarily through semi-structured interviews showed that most of the Eco-School activities were teacher-led and thus not consistent with the intent of the Eco-School program.  Yet, there were some positive outcomes in terms of student engagement. A “whole institution” approach was identified as a contributor to these outcomes.
Schröder, Wals & van Koppen, 2020. Analysing the state of student participation in two Eco-Schools using Engeström’s Second Generation Activity Systems Model.
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Shared decision-making in youth environmental action involves a suitable balance between autonomy and authority

Data for this study was based on individual interviews with 33 educators about their roles in youth environmental action projects in the U.S. Findings revealed tensions experienced by the educators in striking a suitable balance between youth autonomy and adult authority. Findings also revealed strategies educators used to facilitate shared decision-making. These strategies fell into four broad themes: structure, support, mutual learning and transparent communication.
Schusler, Krasny & Decker, 2017. The autonomy-authority duality of shared decision-making in youth environmental action.
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African American youth serving as co-researchers identify unequal exposure to environmental hazards as a neighborhood concern

A participatory research approach involved a group of African American youth (age 14-19) in identifying health-related environmental concerns in their neighborhoods. Their perceptions of concerns were consistent with a community survey indicating that African American neighborhoods in the city were more likely to have poor housing conditions, land vacancy, and community violence than white neighborhoods.
Teixeira & Zuberi, 2016. Mapping the racial inequality in place: Using youth perceptions to identify unequal exposure to neighborhood environmental hazards.
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Adolescents serving on a Young People’s Advisory Group helped shape an investigation of climate change and youth mental health

A team of researchers and youth (age 14-18) in the U.K. worked together to explore adolescents’ thoughts and feelings about current environmental issues. Interviews with the adolescents showed that while they tend to be highly engaged in environmental issues, they are also experiencing fear, anxiety, anger and sadness regarding the state of the environment. Results also showed that the benefits of taking action apply to both the environment and the mental health of youth.
Thompson et al., 2022. Adolescents’ thoughts and feelings about the local and global environment: A qualitative interview study. 
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Ecopedagogies empower urban youth to critically examine issues of environmental justice in their community

Two case studies involving schools in Milwaukee, Wisconsin (U.S.) demonstrate that “experiential education can be implemented as a part of ecopedagogy in an urban secondary context.” Case 1 relates to a Senior Thesis graduation requirement designed to give students authentic experiences in making learning relevant to their lives. Case 2 relates to participation in a community science fair which emphasizes the involvement of community as participants, venue, and solution makers.
Zocher & Hougham, 2020. Implementing ecopedagogy as an experiential approach to decolonizing science education.
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Engaging children in the co-production of nature-based solutions can foster their connections to nature

Primary school children in the U.K. worked with a team of professionals to co-produce an educational arboretum meadow on a mini-golf site that was no longer in use. The children’s involvement included seeding a meadow, measuring plant growth, identifying meadow species and contributing to the design of an outdoor classroom. Related research indicates that the co-production of educational nature-based solutions can foster children’s nature connectedness while managing and maintaining green infrastructure under austerity.
Hoyle & Cottrill, 2023. Beyond the ‘usual suspects’? Engaging children in diverse communities in co-producing an arboretum-meadow: Professional partner perspectives.
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