Hands-on, Heart open

Digging Deep for Nature Connection

Project Rationale

Due to the current pandemic, Canadian youth are not only disconnected from nature (Louv, 2005; Nature Conservancy of Canada, 2018) but also from their peers and their communities. Recent generations have also experienced a marked decline in a cultural appreciation of nature, as well as the general public’s naturalist skills and care for the environment (Balmford et al., 2002; Kesebir & Kesebir, 2017). Research has shown that when people spend more time and feel more connected to nature, they are not only happier but are also more inclined to take environmental action (Suttie, 2016; Wells & Lekies, 2006). Integrating mindfulness and “soft stories” into experiences in the outdoors has the potential to create emotional bonds between youth and the Land while also improving outlook on life, self-esteem, and resiliency (Andrachuk et al., 2014; Januchowski-Hartley et al., 2018; Said, 2018).

Curriculum Connections

English

Art & Literature

Creativity & Communication

Environmental Education

Stewardship & Sustainability

Nature Immersion & Activism

Biology

Tree Identification

Habitats & Biodiversity

Student Well-being

This project supports students and cultivates community by integrating gratitude, reciprocity, and mindful connections in nature.

References

Andrachuk, H. et al. Forest and Nature School in Canada. (2014). Forest and Nature School in Canada: A Head, Heart, Hands Approach to Outdoor Learning.

Balmford, A., Clegg, L.., Coulson, T., & Taylor, J. (2002). Why Conservationists Should Heed Pokémon. Science, 295(5564), 2367.

doi: 10.1126/science.295.5564.2367b.

Januchowski-Hartley, S.R., Sopinka, N., Merkle, B.G., Lux, C., Zivian, A., Goff, P., Oester, S. (2018). Poetry as a creative practice to enhance engagement and learning in conservation science. BioScience, 68(11), 905-911. https://doi.org/10.1093/biosci/biy105

Kesebir, S., & Kesebir, P. (2017). A Growing Disconnection From Nature is Evident in Cultural Products. Perspectives on Psychological Science, 12(2), 258-269. doi: 10.1177/1745691616662473

Louv, R. (2005). Last child in the woods: Saving our children from nature-deficit disorder. Chapel Hill, NC: Algonquin Books of Chapel Hill.

Nature Conservancy of Canada. (2018 September 27). Nine out of 10 Canadians are happier when they spend time in nature. NCC. https://www.natureconservancy.ca/en/who-we-are/news-room/news-releases/nine-out-of-10-canadians-are.html

Ontario Ministry of Education. (2007). The Ontario curriculum grades 11 and 12: English [Program of Studies].

Said, S.F. (2018 April 24). Where the wild tales are: How stories teach kids to nurture nature. Nature, 556, 434-435.

https://doi.org/10.1038/d41586-018-04932-5

Wells, N.M., & Lekies, K.S. (2006). Nature and the life course: Pathways from childhood nature experiences to adult environmentalism. Children, Youth and Environments,16(1), 1-24.

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