Research
The original Tell it to the Trees Curriculum was used in a case study during the pandemic. Despite challenges due to the pandemic, the case study results confirm that connecting learners to place can be used as a restorative practice to not only increase learner awareness of local climate change, but to also help learners heal and grow holistically. By combining restorative practices with environmental education, as the case study did, youth can build stronger, more meaningful connections with place, nature, their peers, and themselves, which can empower them to be the change they want to see in the world. ​​
Connect to Nature
Participants in the case study completed identical Likert Scale surveys before and after the lessons in the curriculum. The scale was from 1 through 5. Initially, the average for the statement "Being in nature gives me positive feelings/vibes" was 3.71. After engaging with the curriculum, participants reported an average of 4.33. Participants had an average of 3.71 to the statement "Doing activities outside has helped me be more observant of nature" prior to the lessons and reported an average of 4 after engaging in the curriculum. The curriculum provides safe and inclusive opportunities to engage in nature through various activities that allow learners to connect to place and nature while having an enjoyable experience.
Learner Awareness
Participants in the case study reflected during circle talks, and it was reported numerous times that participants felt "more aware" about nature as they noted they "realized" and "reflected" more about what they observed in nature. In addition to having an increased metacognition, participants also had an increased self-efficacy. It was commented that the participants felt "empowered" and that they could "make a difference," showing increased self-efficacy as well as mindfulness about their role in the environment and the world. In commenting about how they felt after engaging with the curriculum, participants noted that they felt "relaxed," "hopeful," "healthy," "optimistic," and "calm," displaying a heightened sense of mindfulness and a more positive outlook on the world. Often these calm and relaxed feelings would continue throughout the week. This data is surprising, as people often feel negative emotions upon learning about changes to climate and the impact it has on the environment and its living things. The participants felt positive emotions so strongly that they felt they could do something to protect the environment and that there was hope for the environment.
Restorative Practices
Restorative practices were a crucial part of the lessons during the case study and were incorporated through circle talks at the end of each lesson. Participants reflected on what they had learned and how they were feeling about nature, the environment, and themselves. Participants felt "relieved" and "calm" because of the circle talk reflections. It was noted by the participants and observers that the group was more respectful, able to communicate with each other better, and could express their emotions and needs better after participating in only a few lessons. ​ The inclusion of restorative practices helped the participants to "get stuff off their chest" and reflect on their life as they interacted in the world around them.
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Planting Seeds of Hope
The methods of the curriculum have shown to not only connect learners to nature, increase learner awareness of climate change, and help learners have increased mindfulness, but it also instilled a sense of stewardship and empowerment in the learners. After interacting with the curriculum, learners felt that they could be the change needed to make a difference in the world. The results provided hope for the learners of the case study who were considered to be at-risk youth, or youth who have faced childhood trauma that can increase their odds of facing mental health challenges or the possibility of being involved in the legal system. Despite the trauma these learners have faced, they acknowledged that, just like trees, they have faced many challenges in life and have shown resiliency through their experiences. One participant described their reflection well: "just like trees, I have a lot of scars. But I have a lot of good times, too." Tell it to the Trees Curriculum can plant the seeds of hope in learners by helping them feel empowered, connected, hopeful, and that they can have a meaningful impact on the environment and the world.
Thesis Publication
Tell it to the Trees Curriculum was originally developed for a case study that was conducted in 2020, as part of Hamline University's Master of Arts in Education: Natural Science and Environmental Education program. The full publication can be found online at the Hamline Bush Memorial Library.