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Natural disasters can cause widespread death and extensive physical devastation, but also harmfully impact individual and community health following a disaster event. Nature-based recovery approach can positively influence the mental health of people and community’s post-natural disasters. In response to the Australian bushfire season of 2019-2020, Zoos Victoria, in partnership with the Arthur Rylah Institute, worked with local communities in East Gippsland to support people’s recovery through experiencing, supporting, and witnessing nature’s recovery.
Methods
This mixed-method study explored how nature improved the recovery of remote and rural communities affected by the Black Summer bushfires in East Gippsland. The research studied the individuals’ feelings about being involved in nature-based community events and their lived experiences. Data were collected from June to September 2023 through a nature-based community recovery project survey and community interviews.
Results
The findings demonstrated that engagement with natural environments promotes positive psychological, mental, and general well-being of people from bushfire-affected communities. Positive feedback from participants indicated the success of the Nature-Based Community Recovery Project in East Gippsland after the Black Summer bushfire.
Conclusions
This research provides insights for future recovery projects and ensures that sustainable nature-based recovery solutions for bushfire-impacted communities can be established.
This chapter presents a synthesis of two key constructs: nature-based approaches and experiential learning. The first part of this chapter presents an overview of nature-based approaches. Research perspectives are presented to outline the importance of natural spaces in nurturing children and young people’s wellbeing, connection with nature, development of ecological awareness and holistic engagement with learning. Experiential learning theory is defined and described to examine the transformational potential of learning experienced outdoors. The interactive relationship and theoretical perspectives underlying experiential approaches are presented.
The second part of this chapter presents discussion on nature-based programs such as Forest Schools, Bush Kinders and Schools, and Nature/Environmental Kindergartens and Schools. Case studies will provide authentic contexts to highlight key aspects of intentional practice that enhance experiential learning and inquiry in nature-based settings. Finally, a synthesis of enabling practice is presented to further consider specific pedagogical implications underlying nature based approaches.
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