There is increasing disconnect between children and nature in the UK. Given that childhood nature experiences are important for the development of nature connection, well-being benefits and aspects of children’s development, mapping the existing biodiversity that children are exposed to on a daily basis in schools and their grounds is vital to identifying areas of low biodiversity and to developing strategies to increase exposure to nature. Despite children spending a large portion of time at schools, there has not yet been an in-depth, in situ assessment of the biodiversity present in school grounds. Using a sample of 14 English schools, including state-funded and non-state-funded schools, we used remote images to quantify green-space area within a 3–km buffer around (buffer greenness) and within (school greenness) each school, including the school’s grounds surrounding the buildings, and in situ images to quantify vegetation visible to children within each school’s grounds (visible vegetation). We also surveyed trees, ground plants, ground invertebrates and birds within school grounds. School greenness correlated positively with visible vegetation, but buffer greenness was not related to either school greenness or visible vegetation. Buffer greenness correlated positively with plant richness, and school greenness correlated positively with tree abundance and richness. Visible vegetation correlated positively with tree abundance and richness, maximum tree diameter at breast height, plant richness and invertebrate abundance. Non-state-funded schools had higher visible vegetation than state-funded schools. Our sample indicates that schools can support considerable biodiversity and that this is broadly consistent across state-funded and non-state-funded schools. We suggest that increasing the amount of vegetation, through planting of trees, shrubs and borders, may be the most effective method of increasing school biodiversity, as visible vegetation had effects on the greatest number of taxa.

Climate change can have various psychopathological manifestations which have been more actively addressed by scientific research only in recent years. Indeed, extreme weather events and environmental changes have been shown to be associated with a range of mental health problems. Following the destruction of ecosystems, biodiversity loss can cause mental distress and emotional responses, including so-called ‘psychoterratic’ syndromes arising from negatively felt and perceived environmental change. Studies investigating relationships between biodiversity and mental health reveal a complex landscape of scientific evidence, calling for a better understanding of this challenging issue.

Biodiversity loss is a complex issue and a risk that education cannot overlook. Teachers play a crucial role in how biodiversity, and in particular local biodiversity, is understood. To provide insight into how to improve communication on the subject, we investigate teachers’ perspectives and social representations regarding biodiversity, their fluency in terms of Internet use, their familiarity with biodiversity web portals and perceived pedagogical usefulness of technology. A sample of 243 K–12 schoolteachers of multiple scientific domains from eight Azorean islands answered an online survey, including three free-word association tests using inductive terms such as ‘Internet’, ‘biodiversity’ and ‘familiar biodiversity portals’. Overall, the schoolteachers failed to incorporate the multidimensionality of the biodiversity concept (including natural science teachers) or to show technological fluency, and they tended not to use biodiversity web portals as tools to engage students in teaching activities. Our results indicate that teachers’ perspectives about biodiversity need to be broadened and improved and that it is worth exploring whether information and communication technology represents a window of opportunity to do so. As an example, biodiversity web portals, which are widely recognized as trustworthy information repositories, may be used to engage teachers in this endeavour.

People may behave in environmentally friendly ways because they gain psychologically from their experiences in natural environments. Psychological benefits of nature experience may also underlie concerns about personally harmful effects of environmental problems. Cross-sectional survey data from 1413 Norwegian adults were used to assess the relationship between use of natural environments for psychological restoration and ecological behaviour, as mediated by personal environmental concern. Mediation tests with hierarchical regression analyses provided evidence of partial mediation; the use of natural environments for restoration remained a significant predictor of ecological behaviour after the entry of environmental concern into the analysis. These associations held independently of age, gender, education, household income, size of community of upbringing, size of community of current residence and distance of current residence from an outdoor recreation area. Among sociodemographic variables, only gender had a significant association with the use of natural environments for restoration, suggesting that their use transcends several important social categories in Norway. In short, positive experiences in natural environments may promote ecological behaviour.