Michelle Barrette

Topic

Promoting Nature Engagement in Early Adolescence by Defining the Core Components and Indicators of a Comprehensive Nature-Based Literacy

Social Dimensions of Health

Date & location

• Monday, August 11, 2025
• 10:00 A.M.
• Virtual Defence

Examining Committee

Supervisory Committee

• Dr. Nevin Harper, School of Exercise Science, Physical and Health Education, University of Victoria (Supervisor)
• Dr. Patti-Jean Naylor, School of Exercise Science, Physical and Health Education, UVic (Co-Supervisor)
• Dr. Frederick Grouzet, Department of Psychology, UVic (Outside Member)

External Examiner

• Dr. Holli-Anne Passmore, Department of Psychology, Concordia University of Edmonton

Chair of Oral Examination

• Dr. Sara Ellison, Department of Physics and Astronomy, UVic

Abstract

Early adolescence (ages 12-14) is a critical time when young people begin to form their identity, values, attitudes, and behaviours, which can impact their well-being and the future of the planet. In contemporary Western society, this stage is challenged by digital overload and feelings of uncertainty for their future. Engagement in nature during early adolescence can greatly benefit personal and planetary health outcomes, unfortunately, research has identified a drop in nature engagement during this stage. This research agenda aims to conceptualize and define a nature-based literacy aimed at equipping and empowering early adolescents with the skills and knowledge needed to re-engage with nature, while supporting individual and environmental health outcomes.

Study 1 is a research synthesis review of several empirically-defined non-traditional literacies that explored common components used to conceptualize a preliminary definition of a nature-based literacy. This study identified 4 core components: competence, confidence, motivation, and knowledge. These components represent a preliminary conceptual definition of nature-based literacy. Study 2 is a Delphi study designed to further the formative process of defining nature-based literacy. This study brought together a panel of subject matter experts (both research and practice-based) intersecting areas of outdoor/nature education and child development to review and refine the preliminary definition of nature-based literacy from Study 1. This study reached consensus on a comprehensive set of 7 components (competence, confidence, motivation, knowledge, experience, stewardship, and connection), and associated indicators, including a set of indicators specific to early adolescents. This study advanced the conceptualization of a nature-based literacy framework that reflects the intrapersonal factors that drive nature engagement during early adolescence. Study 3 is a retrospective exploration of individual-level factors that foster nature engagement during early adolescence. Participants (ages 18-21) reflected on their early adolescent outdoor and nature-based experiences to identify individual-level factors that fostered nature engagement during this period. Participants identified 4 individual-level factors that fostered nature engagement: resilience, sense of wonder, competence, and independence. Notably, three of these were recognized as nuanced individual-level factors unique to early adolescents. The factors identified in Study 3 aligned with the core components of nature-based literacy identified in Study 1 and Study 2, demonstrating its relevance as a comprehensive framework representing a set of critical individual-level factors needed to foster nature engagement during early adolescence.

Together, these studies furthered the conceptual development of a nature-based literacy framework that can be used to understand and foster nature engagement during early adolescence while optimizing personal and planetary health outcomes. The indicators of nature-based literacy that were identified will support development of measures used to predict and inform design of interventions that foster nature engagement for early adolescents.