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Topic

Are we Going Outside Today? Elementary Students' Experiences With Lessons Informed by Nature-Based Literacy

School of Exercise Science, Physical and Health Education

Date & location

• Monday, August 24, 2026
• 10:00 A.M.
• McKinnon Building, Room 092

Examining Committee

Supervisory Committee

• Dr. Jennifer Gruno, School of Exercise Science, Physical and Health Education, ������Ƶ (Supervisor)
• Dr. Jean Buckler, School of Exercise Science, Physical and Health Education, ������Ƶ (Member)
• Dr. Nevin Harper, School of Exercise Science, Physical and Health Education, ������Ƶ (Member)

External Examiner

• Dr. Rose Vukovic, Department of Educational Psychology and Leadership Studies, ������Ƶ

Chair of Oral Examination

• Dr. Catherine Costigan, Department of Psychology, ������Ƶ

Abstract

This study explored the experiences of students (grades four and five, ages 8–11) engaging in nature-based physical activities informed by nature-based literacy within the Physical and Health Education curriculum. The study responded to growing concerns about children’s increasing disconnection from nature, impacted by urbanization and increasingly sedentary lifestyles, particularly during early adolescence when connection to nature often begins to decline. Grounded in the theoretical framework of Human Nature Connection, which includes cognitive, emotional, spiritual, and physical relationships with nature, this research positioned schools as important settings for fostering meaningful nature engagement. Drawing on Barrette et al.’s (2024, 2025) nature-based literacy framework, which includes motivation, knowledge, competence, confidence, experience, connection, and stewardship in nature, this study sought to understand how lessons informed by the cognitive, physical, psychological, and social domains of nature-based literacy were experienced by students. Using a qualitative research design, the study employed participatory visual methodology to center students’ voices and creative expression. Data were collected through student-created drawings with captions and semi-structured interviews. Through Reflexive Thematic Analysis five themes were generated: Relationships With Others, Acquiring and Applying Knowledge, Experiencing Joy, Embodiment in Nature, and Moments of Mindfulness. Ultimately, this study contributed to the growing body of research on nature-based literacy by providing practical insights into how meaningful, curriculum-aligned opportunities can be created in schools to encourage children’s connection with the natural world and foster the nature-based literacy components.