Abstract
This mixed-methods research examined the impact of the Guardians of the Park program, a 10-week nature-based intervention supporting adolescents experiencing social and educational disadvantage in Western Sydney. Grounded in biophilia theory and utilising a hermeneutic phenomenological approach, the study explored whether immersive habitat restoration, cultural learning, and outdoor education could strengthen nature connectedness, self-esteem, and social-emotional wellbeing. Quantitative data were collected using the Extended Inclusion of Nature in Self (EINS) scale, complemented by qualitative data from observations, interviews, and reflective field notes. Due to irregular attendance and literacy challenges, qualitative data emerged as the most reliable indicator of student experience and change.
Findings demonstrated notable improvements in social skills, confidence, autonomy, and executive functioning. Participants showed strengthened peer relationships, increased willingness to take on leadership roles, and greater emotional regulation. A deepening attunement to place emerged as students became more observant, appreciative, and respectful of the natural environment. Cultural engagement with First Nations educators proved particularly influential, fostering belonging, curiosity, and connection to Country. The program structure—flexible, relational, experiential, and strengths-based—was central to its effectiveness, with “interrupted spaces” enabling new ways of relating, learning, and experiencing success.
Thirteen recommendations emerged, highlighting the importance of cultural integration, nature journalling, intergenerational involvement, professional learning, and fidelity of delivery. The study demonstrates that structured nature-based programs can foster pro-social behaviour, wellbeing, and ecological connection among disengaged youth, offering a promising pathway for future education, public health, and community initiatives. A longer-term phase will extend through 2028 to refine tools and measure sustained effects.
Findings demonstrated notable improvements in social skills, confidence, autonomy, and executive functioning. Participants showed strengthened peer relationships, increased willingness to take on leadership roles, and greater emotional regulation. A deepening attunement to place emerged as students became more observant, appreciative, and respectful of the natural environment. Cultural engagement with First Nations educators proved particularly influential, fostering belonging, curiosity, and connection to Country. The program structure—flexible, relational, experiential, and strengths-based—was central to its effectiveness, with “interrupted spaces” enabling new ways of relating, learning, and experiencing success.
Thirteen recommendations emerged, highlighting the importance of cultural integration, nature journalling, intergenerational involvement, professional learning, and fidelity of delivery. The study demonstrates that structured nature-based programs can foster pro-social behaviour, wellbeing, and ecological connection among disengaged youth, offering a promising pathway for future education, public health, and community initiatives. A longer-term phase will extend through 2028 to refine tools and measure sustained effects.
| Original language | English |
|---|---|
| Place of Publication | Penrith, N.S.W. |
| Publisher | Western Sydney University |
| Number of pages | 49 |
| DOIs | |
| Publication status | Published - 2025 |
Fingerprint
Dive into the research topics of 'Fostering Nature Connectivity with Adolescents Living in Western Sydney: A Research Report'. Together they form a unique fingerprint.Cite this
- APA
- Author
- BIBTEX
- Harvard
- Standard
- RIS
- Vancouver