Understanding Connections between Nature and Stress among Conservation-Engaged Adolescents Using Photovoice Methodology.

While the literature supports positive associations between nature and adolescent mental health, mechanisms are not well understood, and assessment of nature varies widely among existing studies. To partner with the most insightful informants, we enrolled eight adolescent participants from a conservation-informed summer volunteer program, applying qualitative photovoice methodology to understand their use of nature to relieve stress. Across five group sessions, participants identified four themes: (1) Nature shows us different aspects of beauty; (2) nature helps us relieve stressful experiences by balancing our senses; (3) nature gives us space to find solutions; and (4) we want to find time to enjoy nature. At the conclusion of the project, youth participants reported that the research experience was overwhelmingly positive, enlightening, and inspired appreciation of nature. We found that, while our participants unanimously reported that nature relieved their stress, prior to this project, they were not always intentional in seeking time in nature for this purpose. Through the photovoice process, these participants noted the usefulness of nature for stress relief. We conclude with recommendations for leveraging nature to decrease adolescent stress. Our findings are relevant for families, educators, students, healthcare professionals, and anyone who works with or cares for adolescents.

Virtual Collaboration in the Age of COVID-19: Supporting Youth as Co-Researchers

The COVID-19 pandemic profoundly impacted teaching and learning in K-12 settings, as many public schools lacked the technological tools and techniques needed to support effective virtual meetings and online learning. In this article, we explore the impact of the pandemic on "Youth Built Change" (YBC), a STEM-pipeline partnership between two high schools and a university. In YBC university researchers work with high school juniors to conduct research on substance abuse and addiction in their local school communities. As a school-university partnership which emphasizes multiple types of collaboration (e.g., among students within research teams, between research teams and teachers, between research teams and university research mentors, and between teachers and university research mentors), YBC challenged traditional approaches to teaching and learning before the pandemic. In light of the ways in which the pandemic exacerbated those challenges, and brought forth new ones, this article addresses tools and strategies that were used in YBC to engage students as researchers, insights gained about collaborative work in a virtual environment, and the impact of this year on the YBC program going forward.