Browsing by Person "Barrable, Alexia"

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A systematic literature review and meta-analysis of virtual reality nature effects onhigher education students' mental health andwellbeing
(Wiley, 2025-09-04) Hubbard, Gill; Verde, Philip Albert; Barrable, Alexia; O'Malley, Chris; Barnes, Nicholas; Toner, Paul
Virtual Reality nature (VRn) may deliver mental health and wellbeing without being outside in real nature. The main objective of this systematic review and meta-analysis was to report effects of VRn on mental health and wellbeing of students in higher education. To be eligible, participants were higher education students, the intervention was VRn, the outcome variable was a mental health parameter, and the study design was experimental. Information sources were: OVID (Embase, MEDLINE, PsycINFO), SCOPUS, CINAHL, Cochrane Library, PubMed and GreenFILE. Searches were conducted May 2023 and re-run November 2024. The modified Downs and Black checklist for randomised and non-randomised studies was used to assess risk of bias. To synthesise results, data were first extracted into a Microsoft Excel spreadsheet and summarised in narrative, statistical and tabular formats. Twenty-four articles were included. Two studies were ‘good’ quality, 18 ‘fair’, and four ‘poor’. Total sample size was 1,419. Two studies compared VRn versus real nature, six VRn versus no intervention, seven VRn versus flat-screen. Twelve studies included forests as the only natural environment. Thirteen of 17, seven of eight, four of five, and four of seven studies reported pre-post intervention beneficial effects on self-reported mood, anxiety, stress and cognition, respectively. Nine of 13, six of 10 and all five studies that measured cardiovascular, skin conductivity and brain activity respectively, reported pre-post intervention beneficial effects. All five studies that measured anxiety, all three studies that measured mood, and all four studies that measured stress, found no significant differences between VRn and flat-screen images of nature. Caution is required drawing conclusions due to studies' quality and sample sizes. That said, the review suggests that nature replicated in VR shows promise for benefits to mental health and wellbeing in higher education students.
Adverse childhood experiences (ΑCEs)
(2021-07-09) Barrable, Alexia; Touloumakos, Anna K.
Adverse Childhood Experiences: The Protective and Therapeutic Potential of Nature
(Frontiers Media, 2020-11-26) Touloumakos, Anna K.; Barrable, Alexia
Adverse childhood experiences (ACEs) are prevalent in many western populations. Large studies have put the likelihood of having at least one ACE above 50% of the general population. ACEs and the associated experience of chronic stress, moreover, have been consistently linked with a variety of negative physical and psychological health outcomes across the lifespan from behavioral problems and cognitive difficulties early on, to greater chance of suffering from a mental health disorder and engaging in self destructing behaviors. The literature puts forward several protective factors, such as mother-child relations, parental health, and community engagement. In this perspective paper we put forward the potential of regular nature engagement as a possible additional protective factor. Nature’s therapeutic potential has been well documented, for many psychopathologies and mental health difficulties. Yet studies looking at the protective and therapeutic potential of nature with people with ACEs are remarkably limited in numbers. In this perspective piece we conduct a search of the literature to find previous applications of nature as a protective or therapeutic intervention for people with ACEs. We highlight the gap in the current literature, and put forward various mechanisms of action that justify a closer exploration of this area in further research.
Affordances of coastal environments to support teaching and learning: outdoor learning at the beach in Scotland
(Taylor and Francis Group, 2022-07-18) Barrable, Duncan; Barrable, Alexia
Outdoor and natural environments have been steadily recognised as conducive to learning and social development. Most practice and research in this field has mostly focused on green spaces, such as forests and parks, and practices such as forest school. This particular paper looks at outdoor learning in a coastal environment, which has not received as much attention. Through the lens of affordance theory, we examine the possibilities for practice in such a space. Interviews with experienced early years and primary-school practitioners provide a rich narrative of ways that the beach environment can support and extend teaching and learning. Findings suggest that space, natural resources and the elements provide a wealth of opportunities for different types of pedagogical approaches and self-directed learning and play. We examine the potential for beach environments to be used more widely for learning in primary settings.
Biophobia and Pet Ownership: Can Having a Pet Mitigate Our Fear and Aversion Towards Nature?
(Cal Poly Humboldt, 2025) Longson, Hannah; Barrable, Alexia
Biophobia, which we defined as fear, disgust, or aversion toward natural environments or organisms, has received little empirical attention when compared to biophilia, despite its implications for human and planetary wellbeing. This mixed-methods study explores the relationship between pet ownership, biophobia, and nature connectedness among 373 Englishspeaking adults. Quantitative findings reveal that pet owners exhibit significantly lower levels of biophobia than non-pet owners, although no significant differences were found when we look at nature connectedness. A small but significant negative correlation was observed between biophobia and nature connectedness. Qualitative analysis further highlights that pet owners tend to report fear and aversion related mostly around human threats and damage when natural settings, while non-pet owners more frequently express aversion toward natural stimuli such as insects, mud, and wild animals. These findings support the “pets as ambassadors” hypothesis and suggest that pet ownership may serve as a factor mitigating biophobia. However, the absence of a corresponding increase in nature connectedness underscores the need for targeted interventions to foster deeper ecological relationships. Implications for future research and practical applications in education and conservation are discussed.
Blinded by science: The social implications of epigenetics and neuroscience [Review]
(Bristol University Press, 2018-03-01) Barrable, Alexia
Building a relationship with nature in the early years through outdoor learning: outlining a framework for nature connection
(2019) Barrable, Alexia
The Case for Nature Connectedness as a Distinct Goal of Early Childhood Education
(North American Association for Environmental Education, 2019) Barrable, Alexia
The importance of young children learning about the natural environment has been recognised in policy and curricular frameworks around the world. Moreover, there has been a call for children to spend more time outdoors and to reconnect with nature. However, the distinct construct of nature connectedness has not been examined in detail in relation to early childhood education. This article aims to bring together environmental psychology literature and early years’ policy in an attempt to make the case for nature connectedness becoming a distinct goal in early childhood curricular frameworks. Furthermore, it aims to highlight gaps in the research literature and offer clear directions for future research.
The child as co-researcher in the early years: what do children like in the outdoors?
(Scottish Educational Research Association, 2020-12) Boath, Lauren; Barrable, Alexia
Developing a Connection to Nature: The Role of Pet Ownership in Childhood
(International Association of Human-Animal Interaction Organizations, 2024-07-10) Barrable, Alexia; Friedman, Samantha
Disconnected: What Can We Learn from Individuals with Very Low Nature Connection?
(MDPI, 2022-06-30) Barrable, Alexia; Booth, David
While nature connection, which describes a positive relationship between humans and the rest of the natural world, has been a focus of numerous research studies in the last few decades, relatively little attention has been paid to nature disconnection. While the majority of the populations reported in most studies tend to be highly connected, there is a small percentage of those who feel they have no connection to the natural world. In this paper, we examine this novel construct of nature disconnection through secondary analysis of existing data from the Monitor of Engagement with the Natural Environment survey (MENE) by Natural England. From our analysis of this disconnected population, we can see that they are more likely to be young (16–24 years old), male, not employed and living in rented accommodation. We also observe that they have lower levels of life satisfaction and pro-environmental behaviours. We go on to present an initial theoretical discussion as to the origins of disconnection and propose further research directions to tackle the under-theorisation of this construct.
Enhancing Nature Connection and Positive Affect in Children through Mindful Engagement with Natural Environments
(MDPI, 2021-04-30) Barrable, Alexia; Booth, David; Adams, Dylan; Beauchamp, Gary
Nature connection, which describes a positive relationship between humans and the rest of nature, has been recognised as a worthwhile goal of all education. Given its association with wellbeing, as well as the fact that it can predict ecological behaviours in children, there have been several calls for it to become central to environmental education, and an important tool in tackling climate change. Previous research has reported the success of short-term interventions in increasing nature connection in children, but to date no empirical studies have looked at how mindful engagement with nature can promote both nature connection and positive affect. This study took place in a nature reserve in Wales and included n = 74 children, aged 9–10, who took part in three mindful activities. Pre- and post- measures included nature connection and positive/negative affect. Analysis showed a significant small to medium effect of the activity on nature connection. Moreover, positive affect significantly increased post-activity, while negative affect showed a small decrease.
Exploring student teachers’ motivations and sources of confidence: the case of outdoor learning
(Taylor and Francis Group, 2020-10-04) Barrable, Alexia; Touloumakos, Anna; Lapere, Linda
Outdoor learning has become an important part of policy and practice across several European contexts. While research indicates that outdoor experiences can enhance learning and mental health outcomes, studies have also identified a number of barriers to providing such experiences the most prevalent being that of teachers’ confidence. Acknowledging the role of Initial Teacher Education (ITE) in preparing teachers for the demands and complexities of providing meaningful, safe and relevant outdoor learning experiences, this article explored teachers’ experiences both in general, and within a one-year ITE course in Scotland, employing a qualitative methodology. In particular, semi-structured interviews were used with seven ITE students. Results yielded through thematic analysis revealed mastery experiences as being preferred, while vicarious experiences were also seen as useful. In addition, previous experiences in adulthood and childhood impact on the motivation of student teachers to teach outdoors. Implications for ITE programmes are presented.
Factors associated with nature connection in children: A review, synthesis and implications for practice within environmental education and beyond
(North American Association for Environmental Education, 2024) Mockovčáková, Adriana; Barrable, Alexia
Nature connection has been found in previous research to be a predictor of pro-environmental attitudes and behaviours. For this reason, efforts to build children’s nature connection through a variety of avenues, including environmental education, have been explored by practitioners and researchers alike. In this paper we undertook a purposive literature search of research looking at factors associated with children’s nature connection. The resulting synthesis of 28 studies found demographic, dispositional, affective, familial, environmental and experiential factors that are associated with children’s nature connection that will be of interest to educators, parents, researchers and policy makers. Recommendations are made for the implementation in environmental education programmes and beyond, in order effectively mobilise an integrated response that will foster a sustained connection to the natural world.
Flourishing in the forest: looking at Forest School through a self-determination theory lens
(Springer, 2018-10-26) Barrable, Alexia; Arvanitis, Alexios
Forest School offers opportunities for children and young adults to come into regular contact with nature. Although, in relevant literature, Forest School is seen as highly conducive to participants’ motivation to learn, there is no theoretical framework that examines how this motivation can be optimized in relation to Forest School pedagogy. Self-Determination Theory offers a broad perspective for motivational processes and will be used as a guide in this article to advance such a framework. Self-Determination Theory proposes that well-being, which has been identified as an aim of Forest School, is promoted through the support of three basic psychological needs for autonomy, competence and relatedness. In this conceptual article, we make links between Forest School pedagogical practices and Self-Determination Theory, mainly focusing on the support of children’s basic psychological needs. Furthermore, we make suggestions for ways in which to enhance practice through explicit links with need-supportive teaching practices, as these are identified in the Self-Determination Theory literature.
Forest School in the early years
(Routledge, 2025-08-08) Friedman, Samantha; Barrable, Alexia
Recent years have seen a rise in the popularity of Forest Schools as both a complement and alternative to traditional schooling and an activity for children as young as several months old. Participation in Forest School has been associated with positive outcomes, including educational, social, and physical development. More recent research suggests that Forest Schools could also be an empowering space for autistic children. Questions persist around how practitioners and researchers define and implement Forest School, the theoretical basis (or lack thereof), and the implications of adopting this practice from another culture. This chapter will critically discuss the various approaches practitioners take to adopting the Forest School ethos, the elements of Forest School which might make it effective for providing pre-school children novel opportunities for autonomy, and the larger questions that remain as Forest School continues to become a more accessible option for young children.
Green and Screen: Does Mobile Photography Enhance or Hinder Our Connection to Nature?
(2020-07-02) Barrable, Alexia; Booth, David
Connection to nature, which describes the affective, experiential and cognitive aspects of our relationship with the natural world, has been positively associated with increased wellbeing, as well as pro-environmental beliefs and behaviours. It has also been identified as a worthwhile and distinct goal of education, both in terms of environmental education assessment, as well as in broader terms. This short article aims to explore the effect of using mobile technology to enhance our connection to nature, through a short-term intervention. A total of 57 undergraduates (age range 20 - 31) were randomised into two groups and undertook a short walk in urban nature, with the instruction to notice the beauty in nature and note three beautiful things. One of the groups was asked to record these beautiful things using mobile technology (photography, audio or video recording). Pre- and post-activity measures of the nature connection, using the Connection to Nature Scale (CNS) State were taken and analysed. Results showed that although the intervention had an overall positive effect on participants’ connection to nature, technology neither enhanced nor hindered it. Qualitative analysis of participants’ description of the activity shows a largely positive experience. Limitations of this small trial are presented, and the potential to build an application to engage young people with nature, for increased wellbeing and sustainability, is discussed as a future direction.
Growing up wild: 30 great ways to get your kids outdoors
(Robinson, 2017-07-27) Barrable, Alexia; Barrable, Duncan
Studies have shown that most of us are happier outdoors. Yet, our children spend less time in nature, and more time indoors and in front of screens. This book offers easy ways to get out there with your children, get busy, get dirty and get happy!
In “nature’s embrace”: Exploring connection to nature as experienced through wild swimming.
(NWS Journals, 2024-03-14) Barrable, Alexia; Wünsche, Tanya Uhnger; Touloumakos, Anna
Background and aims: Previous research has highlighted the wellbeing benefits of engaging with blue spaces, including activities like wild swimming. In some of this previous research, the role of nature connection has been identified as a pathway towards wellbeing. This article aims to explore the human-nature relationship as experienced by those engaging in wild swimming and as facilitated by the act of wild swimming. Methods: This is a qualitative study using data collected from four hundred and ninety five wild swimmers through an open-ended questionnaire. Thematic analysis allowed us to explore the pathways through which participants connect to the natural world when wild swimming. Results: The experiences of immersion, a change of point of view, encounters with non-human nature, using the senses and the therapeutic effects of wild swimming are described by participants as supporting their nature connection. Pathways to nature connection through wild swimming included self-transcendence, shifts in perspective, empathy, awe and beauty and the feeling of being supported or cared for. Moreover, linking to those pathways, several dimensions of nature connection, as described by the participants, are identified. Finally, further links are made with pro-environmental behaviours, stemming from the aforementioned dimensions and pathways. Discussion: Wild swimming represents a unique way to connect to the natural world, and this research paper explores the pathways towards connection through the activity of wild swimming. This offers an extension of previous work on pathways, and can be used by practitioners, individuals and researchers looking at increasing connection to the natural world.
Increasing Nature Connection in Children: A Mini Review of Interventions
(Frontiers Media, 2020-03-19) Barrable, Alexia; Booth, David
Half of the world’s population live in the urban environment. Lifestyle changes in the 20th century have led to spending more time indoors and less in nature. Due to safety concerns, longer hours in formal education, as well as lack of suitable outdoor environments, children in particular have been found to spend very little time outdoors. We have an opportunity, both timely and unique to have our children (re)connect with nature. Nature connection is a subjective state and trait that encompasses affective, cognitive, and experiential aspects in addition to being positively associated with wellbeing, and strong predictor of pro-environmental attitudes and behaviors. This mini-review brings together recent studies that report on interventions to increase nature connection in children. Fourteen studies were identified through electronic searches of Web of Science, Scopus, PsychInfo, ERIC, and Google Scholar. The review aims to offer an overview of the interventions identified, provide a snapshot of the current state of the literature, briefly present themes and trends in the studies identified in relation to nature connection in young people, and propose potential guidelines for future work.