Description

In this episode of Mind the Kids, ‘Rewilding Childhood: Why Nature Matters in Mental Health’ host Mark Tebbs sits down with Dr. Nicole Harris, educational psychologist and lead author of a major systematic review on nature connectedness in children and young people. Together, they explore why fostering a felt relationship with nature—beyond simply spending time outdoors—can be transformative for learning, behaviour, and wellbeing. Dr. Harris explains that nature connectedness is about developing a meaningful, emotional bond with the natural world—a connection that supports not only cognitive skills like attention, but also social skills and self-regulation. Drawing on theories such as attention restoration, stress reduction, and the emerging polyvagal theory, the conversation unpacks how nature can help calm the nervous system, making children more ready to learn and engage. The discussion highlights practical, low-cost ways schools and communities can nurture nature connectedness, from art projects and gardening to simply lying in the grass and noticing the world. Importantly, Dr. Harris emphasizes that these activities need not require wild landscapes; even small, local green spaces can make a difference. The episode also addresses the real-world barriers schools face—curriculum pressures, time constraints, and inequitable access to green space—arguing for a systems approach and policy changes to ensure all children benefit. Dr. Harris notes that children in more deprived areas have less access to nature, making it even more vital to embed nature connectedness into the curriculum for equity and long-term planetary health. Listeners will learn about the links between nature connectedness and pro-environmental behaviours, the complex relationship with eco-anxiety, and the potential for nature-based activities to support children with special educational needs. The conversation ends with a call to see ourselves as part of nature, not separate from it, and to recognize that reconnecting with the natural world is essential for both personal and planetary wellbeing. Based on the findings of ‘How can nature connectedness and behaviours for learning be deliberately developed in children, adolescents and young adults? A systematic literature review’ Nicole M. Harris, Brettany Hartwell, Louisa Thomas, Marcus Grace https://doi.org/10.1111/camh.12774. This paper formed part of the CAMH journal Special Issue ‘Physical Environmental Influences on the Psychosocial Outcomes of Children, Adolescents, and Young Adults’, edited by Keri Ka-Yee Wong, Efstathios Papachristou, Marta Francesconi, and Tycho J. Dekkers. https://acamh.onlinelibrary.wiley.com/toc/14753588/2025/30/2

Learning Objectives

1. Understand the concept of nature connectedness and how it extends beyond outdoor exposure to include a felt, emotional bond with the natural world.

2. Explain how theories such as attention restoration, stress reduction, and polyvagal theory link nature connectedness to learning readiness, behaviour, and wellbeing.

3. Identify practical, low-cost strategies for fostering nature connectedness in schools and communities, even within limited or urban green spaces.

4. Analyse barriers such as curriculum demands, inequitable access, and systemic challenges, and consider policy approaches that promote equitable access to nature.

5. Evaluate the wider impacts of nature connectedness on pro-environmental behaviours, eco-anxiety, and inclusion for children with special educational needs.

Paper Link

https://doi.org/10.1111/camh.12774