Understanding nature disconnection and eco-anxiety in young people

An interdisciplinary team of researchers from the University of Adelaide has taken a deeper look at the nature disconnection and eco-anxiety experienced by young people.

The team analyzed 122 articles and books on children and young people’s experiences and educators’ responses to their experiences, and published their findings in Environmental Education Research.

“We noticed heightened levels of environmental concern among our students, which seemed to be driven by their recognition of the unsustainability of humanity’s current relationship with nature and their inability to imagine an alternative,” said Department of Asian Studies Associate Professor Shoko Yoneyama, who formed the research team back in 2022.

“Research interest in eco-anxiety has grown exponentially in recent years and findings clearly indicate that it is very common among children and young people around the world.

“But at the same time, children growing up today spend significantly less time outdoors than their parents did when they were young and many feel disconnected from nature.”

Postdoctoral research associate in the Department of Geography, Environment and Population and paper lead author, Dr. Ariane Gienger said there has been little research to date on how nature disconnection and eco-anxiety affect each other.

“We found educators often turn to outdoor education and field trips to foster nature connection, which seems to work to improve students’ well-being, at least in the short term,” said Dr. Gienger.

“But at the same time, research on eco-anxiety tells us that young people who feel closer to nature often experience more intense negative emotions when thinking about the continuing degradation of nature, which you have to consider when you are developing interventions.”

“This is just one example, but it shows why it is important to think about young people’s experiences holistically,” she said.

“Interestingly, we also found recent studies in both fields that argue for transformative approaches to education that aim to raise students’ understanding of their entanglement with everything that surrounds them.

“That they are part of nature in the sense that their actions affect the environment and climate, and the environment and climate affect them in turn.”

Associate Professor Yoneyama said there was also interesting research on exposing students to different worldviews.

“This can show students that even though the dominant human-nature relationship is unsustainable, it is not the only option we have,” she said.

“I have actually included elements of Japanese animism in my own courses for years and found that my students really enjoy the spiritual elements that are not part of their education normally.”