The Natural Roots of Regulation: A Qualitative Phenomenological Study of Kindergarten-Eighth Grade Nature-Based Schools and Their Perceived Effects on Self-Regulation and Wellness

Abstract

The aim of this doctoral dissertation study is to explore the lived experiences of students, alumni, staff and stakeholders in nature-based nontraditional schools. Research has previously identified the numerous cognitive, physical and socioemotional benefits access to nature holds for children. Yet, our current educational and social systems continue to limit access to nature while mental and physical health issues for children in the United States reach all-time highs. Nature-based schools may offer an alternative educational model to address current mental health concerns for students, but adequate research into the potential of nature-based schools is lacking. My dissertation study uses a qualitative, transcendental phenomenological approach to understand the experiences of students, alumni, staff and stakeholders at an accessible nature-based school.