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Vol. 33 No. 2 (2023): Children, Youth and Environments
					View Vol. 33 No. 2 (2023): Children, Youth and Environments

Inside this issue, you will find diverse scholarly work spanning across the globe. We start our trip with a scoping review where Williams and colleagues identified studies where children were active participants in the design, creation, and production processes in the construction of a physical environment. Findings aided in the creation of a reporting checklist for studies including children in the “co” processes. Next, we head to Denmark where Christensen and Simovska qualitatively studied children’s wellbeing at school to reveal that school facilities, workload, rhythms, time schedules and numerous transitions all play pivotal roles in student experiences of wellbeing, as well as their ability to be involved in decision making processes at school. Heading across the Atlantic, we arrive at an urban medical clinic in the United States where Barriage and colleagues asked children to draw where they liked to play. Findings revealed that physical, outdoor environments were common elements in the drawings while playing with other children was not. Traveling south to Brazil, Macena and colleagues investigated children’s contact with nature during the COVID-19 pandemic. Findings revealed that children had frequent contact with nature during this time and suggest there was a period of (re)connection with nature.

Returning to the United States, Traub and Mainzer conducted a meta-analysis focusing on outdoor nature spaces and their impacts on students across disciplines to reveal that though there is rising diversity amongst approaches to studying holistic wellness, there continues to be gaps within the discipline for the broader conceptualization. We then cross the Atlantic to arrive in Kerman, Iran where Mani and colleagues developed a new valid and reliable measure to capture children’s perceived restorativeness in their everyday environments. Results showed that the different environments included in the study scored differently based on their size, degree of naturalness, and the available play equipment. We head back to Brazil to end our world tour where Stencel and colleagues studied rural children’s first experiences with urban elementary school spaces. Data from multiple methods revealed that rural children found the urban spaces restrictive and controlled which led to the children having a difficult time constructing new meaning for the spaces. Stencel and colleagues suggest that educators in the urban educational space should provide opportunities for children to manage certain spaces to support their development, increase satisfaction with the school environment, and ease this new transition for the children.

The issue continues with three reports from the field. First, Martz and colleagues used a qualitative GIS approach to evaluate environmental education programs. Next, Orr and colleagues share how they were able to reduce nature aversion with elementary students during environmental education programs. Lastly, Banerjee and colleagues share how their program was able to empower adolescent girls during COVID-19. We close our issue with Derr’s review of Teaching in the Anthropocene: Education in the Face of Environmental Crisis, edited by Alysha Farrell, Candy Skyhar, and Michelle Lam. Happy Reading!

Published: 2023-07-19

Front Matter

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Edit About the JournaThe CYE journal is a peer-reviewed, multi-disciplinary, online journal, highlighting the physical environments where children and youth live, learn, work, and play. The journal values the capacity of children and young people to meaningfully participate in the processes that shape their lives and publishes papers from distinct viewpoints, varied approaches, and diverse cultures and regions around the world.

The journal publishes papers in the form of research articles, field reports, and book/media reviews ranging from:

  • Quantitative and qualitative empirical research
  • Theoretical, methodological, and historical investigations
  • Critical literature reviews
  • Design analyses
  • Post-occupancy evaluations
  • Policy studies
  • Program assessments​

CYE seeks to strengthen connections between research and practice. Field reports, in particular, which reflect on lessons learned in the field and the challenging realities of practice, are of great interest to our readership. We value this contribution and remain dedicated to publishing a variety of papers. For this reason, a traditional scientometric impact factor, which is based on a count of all items published in an issue, fails to reflect the impact and influence of CYE research specifically. We are continuously considering new and innovative ways to accurately measure the impact of our research articles. We currently use Google Scholar to measure the citation impact.

Google Scholar Metrics

h-index 33

i10-index 100

The Children, Youth and Environments network disseminates knowledge and stimulates discussion to support inclusive, sustainable and healthy environments for children and youth everywhere. 

The CYE network connects a global community and provides an online forum for active discussion, resource sharing, and the publication of a peer-reviewed online journal.

CYE is accepting submissions via Scholastica!

We have adopted an online academic journal management platform, called Scholastica, to streamline manuscript submission and review processes. Authors can submit their research articles directly via Scholastica or visit our submission page for more information.

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