Background: Nature sustains lives, enhances well-being and benefits human populations in many ways. In a world dominated by human technology, the task of effectively reconnecting to and caring for nature is both urgent and vital. Evidence shows that many children and young people (CYP) feel increasingly disconnected from nature Schools and other settings could play a crucial role in promoting time spent in nature, potentially fostering nature connectedness (NC) and improving behaviours for learning (BFL).

Method: A systematic literature review was conducted to explore how NC can be developed in CYP through nature-based interventions and investigate their impact on BFL. Studies from settings working with CYP aged 0 to 29 were included, utilising quantitative, qualitative, and mixed-methods approaches.

Results: A total of 22 studies from 2009-2023 were identified from ERIC, PsycINFO, and Web of Science. Most were quantitative studies (n = 13) from the global north (n = 19), involving primary or secondary school-aged CYP. A variety of nature-based interventions were assessed, including hiking, surfing, gardening, and art-in-nature activities.

Conclusions: The review highlights numerous ways to develop NC in CYP, with many associated benefits for BFL. Areas of impact include social skills, self-regulation, attention, motivation, independence, and problem-solving. Effective activities included walking and reflecting in nature, sensory connections, and creative activities. Many of the interventions reviewed were not carried out by schools, nor did they take place on their grounds, perhaps due to limited access to green space and nature on their school site. This highlights a significant gap in the literature. Given the large range of interventions, ages of participants, and quality of the included studies, it is not possible to draw specific conclusions about the type of activities that may work best for specific age groups or types of setting.

Keywords: Nature‐connectedness; children; self‐regulation; social skills; young people.

© 2025 The Author(s). Child and Adolescent Mental Health published by John Wiley & Sons Ltd on behalf of Association for Child and Adolescent Mental Health.

背景： 自然滋养生命，提升幸福感，并以多种方式造福人类。在一个由人类技术主导的世界里，有效地重新与自然建立联系和关心自然是迫切而重要的任务。证据表明，许多儿童和年轻人（CYP）越来越感到与自然脱节。学校和其他场所可以在促进在大自然中度过时间方面发挥重要作用，这可能有助于增强自然联系感（NC），并改善学习行为（BFL）。

方法： 进行了一项系统文献回顾，以探索如何通过基于自然的干预措施培养CYP的自然联系感，并调查其对学习行为的影响。纳入了与0至29岁儿童和年轻人合作的研究设置中的研究，采用定量、定性和混合方法。

结果： 从ERIC、PsycINFO和Web of Science中确定了2009年至2023年的总共22项研究。大多数是定量研究（n = 13），来自全球北方（n = 19），涉及小学或中学年龄段的CYP。评估了一系列基于自然的干预措施，包括徒步、冲浪、园艺和大自然中的艺术活动。

结论： 该回顾强调了培养CYP自然联系感的各种方法，并且许多与学习行为相关的益处。影响领域包括社交技能、自我调节能力、注意力集中度、动机、独立性以及解决问题的能力。有效的活动包括在大自然中散步和反思，感官连接和创造性活动。所审查的许多干预措施都不是学校进行的，也没有在学校场地内实施，这可能是由于他们缺乏接触校园绿地和自然的机会。这突显了文献中的一个重要缺口。鉴于大量不同的干预方式、参与者年龄范围以及纳入研究的质量，无法得出特定年龄段或设置类型最有效的活动类型的结论。

关键词： 自然联系；儿童；自我调节；社交技能；年轻人。