School-age educare as an arena for children’s nature connectedness: teachers’ perspectives

This study explores how teachers in Swedish school-age educare (SAEC) perceive their setting’s potential to foster children’s nature connectedness through nature-based experiences. SAEC is a curriculum-based, non-compulsory educational arena for children aged 6–12 that integrates care, learning, and leisure. Building on research highlighting the psychological and ecological importance of childhood nature connectedness, the study asks: How do teachers view SAEC as an arena for pursuing children’s nature connectedness through nature experiences? Empirical data were collected over one school year through a Nature Experience for Nature Connectedness intervention, followed by qualitative interviews with departmental teams and a focus group with representatives from each participating school. Reflexive thematic analysis was used to examine teachers’ reflections on pedagogical opportunities and constraints. Findings show that teachers regard nature as a meaningful and motivating context for play, learning, and emotional growth. They observed that repeated, child-led interactions in nature fostered empathy, calmness, and belonging. However, structural barriers such as limited time, staffing shortages, and administrative pressures could hinder sustained practice. The study concludes that while SAEC offers strong potential for fostering children’s nature connectedness, realizing this potential requires organizational support, pedagogical prioritization, and recognition of nature experiences as central to holistic child development.