ENS 303-01: The Impact of Environmentally-Based Elementary Schools
Emily O'Brien
Emily O'Brien
Environmental education during childhood has the potential to shape lifelong attitudes towards nature and the environment (Piersol et al., 2018). This research explores the long-term effects of attending an environmentally-based school on attitudes towards nature in adulthood. With environmental challenges escalating globally, it is essential to cultivate a population that actively engages in sustainable practices. Schools like Blandford Elementary in Grand Rapids, Michigan, have pioneered environmental programs, but research on their long-term effectiveness is limited. This study aims to investigate the impact of attending an environmentally-focused elementary school on students' environmental attitudes in adulthood. Specifically, it will compare the attitudes towards nature and the environment of alumni from Blandford Elementary with individuals who did not attend such schools, addressing whether early exposure to environmental education fosters pro-environmental behaviors and perspectives later in life.
Current research indicates that childhood exposure to nature plays a crucial role in shaping environmental attitudes in adulthood, with individuals who spend more time in natural settings often displaying stronger pro-environmental behaviors (DeVille et al., 2021).
Nature-based learning supports sustainability and environmental stewardship by fostering a connection to nature in children, which can promote long-term environmental values (Plessis & Postlewaight, 2024).
The NEST program promotes environmental stewardship among students and their communities by using experiential learning and involving families through events like “NESTivals” (Piersol, 2018).
Environmental education should be integrated across all subjects and daily life rather than being a standalone discipline, as this approach helps bridge the disconnect between urban living and environmental knowledge (Öllerer, 2015).
Urban children with limited access to natural environments often develop weaker connections to nature, while direct nature experiences strengthen their affinity for the natural world (Kahn & Brymer, 2011).
Early childhood environmental education (ECEE) programs contribute to children's cognitive, social, and emotional development, in addition to enhancing their environmental literacy (Ardoin & Bowers, 2020).
Nature-based learning has positive effects on physical activity, mental health, cognitive development, and social skills, although there are challenges in its implementation and lack of a universal definition (Miller et al., 2021).
Direct, unstructured nature activities like hiking and camping have a significant positive impact on adult environmental attitudes, with hands-on engagement being more influential than structured programs alone (Wells & Lekies, 2006).
Immersion in nature and sustainable living has lasting effects on students' environmental attitudes, particularly for women, who continue to carry these values into later life (McNatty et al., 2024).
Environmental education encourages critical thinking and action for sustainability, and involving children in decision-making and problem-solving may influence their long-term environmental behaviors (Hedefalk et al., 2014).
More research is needed on the impact of specific educational settings, such as Grand Rapids Michigan’s own Blandford Elementary’s 1-year immersive program, to understand how these environments shape lifelong environmental attitudes.
How does attending an environmentally-based elementary school in Grand Rapids impact students' attitudes towards nature and the environment in later years?
This research will examine how early environmental education contributes to long-term sustainability efforts by instilling values and behaviors for environmental stewardship
By comparing Blandford Elementary alumni with those who did not attend an environmentally-based school, the study evaluates the effectiveness of immersive environmental education.
The study focuses on Blandford’s specific environmentally-based program and its alumni to understand its impact on long-term environmental attitudes.
Existing literature (Wells & Lekies, 2006) shows early nature experiences influence adult attitudes, but more research is needed on how school programs shape these outcomes.
Research by Bell (2018) and Kahn & Brymer (2011) suggests access to nature and hands-on learning are key components of environmental education.
The study will assess whether Blandford alumni are more likely to engage in pro-environmental behaviors, highlighting the importance of integrating outdoor learning into curricula.
The findings will provide insights to inform future environmental education programs and policies aimed at promoting sustainability from a young age.
This research is grounded in the Pro-Environmental Behavior Framework, which examines psychological and social factors that drive environmentally responsible actions. Key constructs include values, beliefs, personal norms, awareness of consequences, and ascription of responsibility (Tian & Liu, 2022). Values shape priorities around environmental issues, while beliefs encompass knowledge of environmental problems. Personal norms reflect internalized responsibility to act sustainably, and awareness of consequences emphasizes the understanding that one’s actions affect the environment. Ascription of responsibility is the belief that individuals are personally accountable for environmental outcomes, motivating pro-environmental behavior.
This framework is particularly relevant for understanding how early environmental education shapes long-term attitudes and behaviors. Attending an environmentally-focused school, such as Blandford Elementary, instills values and beliefs about the environment that evolve into personal norms and a strong awareness of environmental consequences. These internalized beliefs motivate individuals to take responsibility and act sustainably, which is crucial for fostering environmentally conscious behaviors in adulthood. This framework provides a comprehensive lens for evaluating the impact of early environmental education on adult attitudes and behaviors, offering insights into how childhood experiences influence long-term environmental stewardship (Tian, 2022).
Overall, this study aims to explore the lasting impact of environmentally-based education on individuals' attitudes towards nature and sustainability. By focusing on alumni of Blandford Elementary in Grand Rapids, Michigan, the research seeks to determine whether early exposure to environmental education fosters long-term pro-environmental behaviors and perspectives. Given the rising global environmental challenges, understanding the role of education in shaping sustainable futures is crucial. The findings from this research will contribute to broader efforts to integrate environmental stewardship into educational curricula, offering valuable insights for future policies and programs that promote sustainable behaviors from a young age.
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