Children's environmental subjective well-being: Considering the intersecting role of nature, inequalities, and community

Abstract

Children's engagement with nature enhances their well-being at both individual and community levels, yet systemic inequalities within local contexts shape children's access, proximity, quality, and safety in natural spaces. Research shows that children's understandings of nature and community are formed through their access to these spaces during their formative years. This article examines environmental subjective well-being (ESWB), an emerging interdisciplinary focus that captures the benefits of children's interactions with the natural environment and their influence on subjective well-being from a child-centred perspective. Understanding ESWB requires a nuanced contextualisation of place and inequality. We synthesise current evidence on children's engagement with nature in community settings and identify priorities for future research. We position children's engagement with nature as a social justice and children's rights imperative, with implications for policy and practice globally, particularly for the Global South.