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This C&NN resource includes an executive summary of each research report; full citation; and a PDF if available, or a link to each study in its entirety, or contact information if the study is not available online. Some are reports of individual studies in the form of original research; others are a synthesis of reports of various studies. While this is a listing of a sample of outstanding studies, the listing is not intended to be exhaustive. We welcome recommendations for additional research to include.
Annotated Bibliography by Cheryl Charles, Ph.D., President, Children & Nature Network.

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All children deserve to grow up in an environment where they can flourish-where they can develop physically, socially, emotionally, and cognitively to reach their full, unique potential. The first volume of the Children & Nature Network (C&NN) Research and Studies (February 2007) highlighted the benefits to children and youth from experiences in nature. This second volume focuses on evidence of changes in children's experience of nature.

The studies selected for this annotated bibliography are either reports of original research or syntheses of existing research. All meet criteria for scholarly excellence. It is important to recognize that research directly related to children's experience of nature is limited and that every study has strengths and weaknesses. Studies included in this annotated bibliography are a valuable starting point and together suggest: 1) an overall decline in children's opportunities to connect with nature on a daily basis, although individual children's experiences may vary considerably; and 2) a number of possible reasons why this decline might be occurring. It is critical that research in this area moves forward to build a stronger, more cohesive evidence base. Improving our understanding of children's experience of nature and the complex relationships that influence their experiences will help ensure that parents, policy makers, and practitioners have the information they need to create environments in which children can thrive.

This C&NN resource includes an executive summary of each research report; full citation; and information on its availability. While this listing includes many outstanding studies, it is by no means exhaustive and recommendations are welcome on additional research to include. Please send suggestions to the attention of Cheryl Charles, Ph.D, President, Children & Nature Network.
Annotated Bibliography by Alicia Senauer Yale University.

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This annotated bibliography updates research compiled in volume one and volume two of the Children & Nature Network (C&NN) research resources. The studies selected for this annotated bibliography are either reports of original research or syntheses of existing research. All studies meet criteria for scholarly excellence. This document includes a summary of each research report, a full citation, and information on each document's availability. While this bibliography includes many notable studies, it is not exhaustive and recommendations are welcome on additional research to include. Please send suggestions to the attention of Cheryl Charles, Ph.D., President, Children & Nature Network, Cheryl@childrenandnature.org.

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This annotated bibliography updates research compiled in volumes one through three of the Children & Nature Network (C&NN) research resources, with an emphasis on research published in 2008-2009 in two primary areas: 1) benefits to children from contact with nature and 2) children's experience of nature. The studies selected for this annotated bibliography are either reports of original research or syntheses of existing research. All studies meet criteria for scholarly excellence. This document includes a summary of each research report, information on author affiliations, a full citation, and information on each document's availability. While this bibliography includes many notable studies, it is not exhaustive and recommendations are welcome on additional research to include. Please send suggestions to the attention of Cheryl Charles, Ph.D., President and CEO, Children & Nature Network, Cheryl@childrenandnature.org.

The following has been pulled from the Virginia Tech Hort Department's School Garden Page:

Research has shown that gardening positively impacts:
- Environmental attitudes
- Nutritional attitudes
- Self-esteem
- Achievement test scores
- Attitudes toward school
- Interpersonal skills
- Social concerns
- Student behavior

The following information contains brief summaries of youth gardening research findings. Please keep in mind that these results relate to specific programs/curricula and findings can not be generalized to apply to other situations.

• Virginia Tech, Virginia (1996): In a survey of teachers that garden in the classroom, 75% of teachers reported that student behavior often or always improves when a garden is the learning environment. When asked if school gardens were a successful teaching tool, 35.2% said gardens were somewhat successful and 60.6% said they were very successful. More information >
• Virginia Tech, Virginia (1995): A 1995 survey of teachers in Virginia found that 88% of the respondents were interested in incorporating horticulture/gardening into the classroom; 785 of the respondents said that additional training was needed; 86% said that volunteer support for gardening programs was important.
  More information: Dobbs, K., D. Relf & A. McDaniel. (1998). Survey on the needs of elementary education teachers to enhance the use of horticulture or gardening in the classroom. HortTechnology. 8(3), 370-373.
• Virginia Tech, Virginia (1998): A study of six juvenile offenders' responses to a vocational horticulture curriculum indicated that vocational horticulture curricula may be a tool to strengthen a delinquent individual's bonds with society and, subsequently, evoke changes in attitudes about personal success and perceptions of personal job preparedness. The youth in this study increased their social bonds in all six categories addressed by the pre and posttests, and were motivated to think more practically about their careers.
  More information: McGuinn, C. & P.D. Relf. (2001). A Profile of Juvenile Offenders in a Vocational Horticulture Curriculum. HortTechnology. Accepted for publication.
• Texas A&M University, Texas (1997): Study found school garden curriculum improved environmental attitudes especially in younger students. More information >
• Texas A&M University, Texas (1998): Study found that implemented school garden curriculum improved interpersonal skills and environmental attitudes. More information >
• Texas A&M University, Texas (1998): A research study found that a horticulture program for juvenile delinquents resulted in improvement in horticulture knowledge and environmental attitudes. More information >
• UC Davis, California (2000): Study found that their school gardening program and nutrition curriculum changed children's appreciation for vegetables. More information >
• Texas A&M University, Texas (1999): A study found that school gardening and nutrition curriculum improved students' attitude towards vegetables and fruit and vegetable snacks. More information >
• Tucson, Arizona (1987): A study indicated that children that participated in their school garden improved attitudes towards healthy foods and that the vegetables grown by students had a high intrinsic value.
  More information: Cavaliere, D. (1987). How zucchini won fifth-grade hearts. Children Today, 16(3), 18-21.
• National Gardening Association (1992): In 1992, the National Gardening Association conducted a study of third and fifth grade classrooms using the GrowLab curriculum. GrowLab classrooms scored higher than control classrooms in students' understanding of life science concepts and science inquiry skills. Students in fifth grade classrooms in the same study scored higher than control classes on attitude scales measuring "concern for the environment" and "confidence in ability to do science." More information >
• Columbia, South Carolina (1992): A garden-based language arts program found that participants had an increase in positive attitudes toward school, an increase in achievement test scores and an increase in self-esteem. More information >
• Bexar County, Texas (1998): A study in Bexar County indicated that their school garden program resulted in increased self-esteem, development of a sense of ownership and responsibility and helped foster family relationships and increased parental involvement.
  More information: Alexander, J. & D. Hendren. (1998). Bexar County Master Gardener Classroom Garden Research Project: Final Report. San Antonio, Texas.
• Manhattan, Kansas (1988): Children that participated in a summer community garden program displayed an increase in horticultural knowledge.
  More information: Williams, P.N. & R.H. Mattson. (1988). Horticultural activities and demographic factors influence children's self-esteem. Journal of Therapeutic Horticulture. 3: 39-54.
• Columbus, Ohio (1986): Children that participated in horticultural activities demonstrated more group cohesiveness and more knowledge of plant anatomy than those did not participate in the activities.
  More information: Bunn, D.E. (1986). Group cohesiveness is enhanced as children engage in plant stimulated discovery activities. Journal of Therapeutic Horticulture. 1: 37- 43.