Nature, smells, and human wellbeing

The link between nature and human wellbeing is well established. However, few studies go beyond considering the visual and auditory underpinnings of this relationship, even though engaging with nature is a multisensory experience. While research linking smell to wellbeing exists, it focuses predominantly on smells as a source of nuisance/offence. Smells clearly have a prominent influence, but a significant knowledge gap remains in the nexus of nature, smell, and wellbeing. Here, we examine how smells experienced in woodlands contribute to wellbeing across four seasons. We show that smells are associated with multiple wellbeing domains, both positively and negatively. They are linked to memories, and specific ecological characteristics and processes over space/time. By making the link between the spatiotemporal variability in biodiversity and wellbeing explicit, we unearth a new line of enquiry. Overall, the multisensory experience must be considered by researchers, practitioners, policy-makers and planners looking to improve wellbeing through nature.

What Drives Climate Action in Canada’s Provincial North? Exploring the Role of Connectedness to Nature, Climate Worry, and Talking with Friends and Family

Despite widespread calls to action from the scientific community and beyond, a concerning climate action gap exists. This paper aims to enhance our understanding of the role of connectedness to nature in promoting individual-level climate action in a unique setting where climate research and action are lacking: Canada’s Provincial North. To begin to understand possible pathways, we also examined whether climate worry and talking about climate change with family and friends mediate the relationship between connectedness to nature and climate action. We used data collected via postal surveys in two Provincial North communities, Thunder Bay (Ontario), and Prince George (British Columbia) (n = 628). Results show that connectedness to nature has a direct positive association with individual-level climate action, controlling for gender and education. Results of parallel mediation analyses further show that connectedness to nature is indirectly associated with individual-level climate action, mediated by both climate worry and talking about climate change with family and friends. Finally, results suggest that climate worry and talking about climate change with family and friends serially mediate the relationship between connectedness to nature and with individual-level climate action. These findings are relevant for climate change engagement and action, especially across Canada’s Provincial North, but also in similar settings characterized by marginalization, heightened vulnerability to climate change, urban islands within vast rural and remote landscapes, and economies and social identities tied to resource extraction. Drawing on these findings, we argue that cultivating stronger connections with nature in the places where people live, learn, work, and play is an important and currently underutilized leverage point for promoting individual-level climate action. This study therefore adds to the current and increasingly relevant calls for (re-)connecting with nature that have been made by others across a range of disciplinary and sectoral divides.

Pre-Service Early Childhood Educator Experience in a UNESCO Biosphere Reserve

There has been significant interest in the values and benefits of early childhood nature experiences on children’s well-being and development. One aspect of studying the exposure of children to nature that requires more focus is the role played by early childhood educators. In particular, there is a need for early childhood environmental education training for pre-service educators. This study will explore the use of a UNESCO Biosphere Reserve as an outdoor classroom for early childhood environmental education pre-service professionals. Exploratory quantitative and qualitative descriptive data from a series of three short surveys (pre/post/delayed post) provide a basic overview of pre-service teacher perspectives, experiences, and outcomes of an environmental education intervention. The results indicate that the participating pre-service educators had little to no familiarity with the environmental concepts or the biosphere reserve site before participation in the intervention. The post-intervention and delayed post-intervention results show that pre-service educators perceived that their understanding of the concept had improved. The results also show a perception of the positive role that biosphere reserve sites can play in early childhood education. Three critical implications emerged from the overall quantitative and qualitative results: (1) specific support should be given for early childhood environmental education training; (2) biosphere reserve functions provide support for efforts to improve connections to nature; (3) early childhood education has the potential to support the broadening of the biosphere reserve audience.