Interdisciplinary Nature Journaling Improves Mood and Helps Build Connection in Middle School Students
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| Title: | Interdisciplinary Nature Journaling Improves Mood and Helps Build Connection in Middle School Students |
|---|---|
| Language: | English |
| Authors: | Rachel N. Arbor (ORCID |
| Source: | Environmental Education Research. 2025 31(4):748-758. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Middle School Students, Mental Health, Student Journals, Naturalistic Observation, Environmental Education, Outdoor Education, Stress Management, Student Attitudes, Positive Attitudes, Interdisciplinary Approach, Curriculum Development, Teaching Methods |
| Geographic Terms: | New York |
| DOI: | 10.1080/13504622.2024.2405901 |
| ISSN: | 1350-4622 1469-5871 |
| Abstract: | Amidst increasing concerns about children's mental health, this paper explores the integration of interdisciplinary nature journaling within a middle school English Language Arts classroom as a method to enhance student well-being and environmental literacy. 61 5th-7th students in Garrison, NY engaged in a 75-minute nature journaling activity. We analyzed the activity's impact on student mood, stress levels, and connections to self, others, and nature. Results indicated a positive shift in moods, reduced stress, and enhanced feelings of self-valuation and connection to the natural world. The activity fits into New York State English Language Arts, Science, Social Studies, Math, and Art standards, emphasizing the feasibility and adaptability of environmental education activities across disciplines. The findings highlight the potential of such activities to benefit student well-being and help students foster a deeper understanding of environmental awareness, offering insights for educators seeking innovative and accessible ways to integrate environmental education into mainstream curricula. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1465003 |
| Database: | ERIC |
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| Abstract: | Amidst increasing concerns about children's mental health, this paper explores the integration of interdisciplinary nature journaling within a middle school English Language Arts classroom as a method to enhance student well-being and environmental literacy. 61 5th-7th students in Garrison, NY engaged in a 75-minute nature journaling activity. We analyzed the activity's impact on student mood, stress levels, and connections to self, others, and nature. Results indicated a positive shift in moods, reduced stress, and enhanced feelings of self-valuation and connection to the natural world. The activity fits into New York State English Language Arts, Science, Social Studies, Math, and Art standards, emphasizing the feasibility and adaptability of environmental education activities across disciplines. The findings highlight the potential of such activities to benefit student well-being and help students foster a deeper understanding of environmental awareness, offering insights for educators seeking innovative and accessible ways to integrate environmental education into mainstream curricula. |
|---|---|
| ISSN: | 1350-4622 1469-5871 |
| DOI: | 10.1080/13504622.2024.2405901 |
