Vinathe Sharma-Brymer

Introduction: Consensus guidelines recommend the use of age appropriate and validated assessment tools to monitor and discuss psychosocial well-being and quality of life. Our study explored healthcare professionals' (HCPs) standardized psychological screening tool use and experiences discussing mental health concerns, in pediatric diabetes care worldwide.

Methods: Data were collected via a survey, using a research team developed, externally reviewed and piloted questionnaire (English and Portuguese); administered via Google Forms. Research team partners advertised the survey through their electronic newsletters, websites and social media platforms.

Results: Overall, 204 HCP's (90 physicians, 47 nurses, and 67 others) responded; covering 33 countries and six continents. Half (49%) indicated their centers didn't perform any psychological screening; 51% of those that did used standardised psychological screening tools. Most (69.1%) were confident discussing mental health concerns; those were not detailed lack of time and resources and not wanting to cause offence. Some perceived depression (46.1%) and disordered eating (40.7%) screening should occur annually; diabetes distress (40.7%) every three months. Few (2.9%) perceived psychological screening should not be undertaken.

Conclusion: There is a need for increased focus on mental health screening and related support, for both HCPs, youth with diabetes, and where applicable their caregivers.

Drawing on in-depth interviews and thematic analysis, this study explores the therapeutic benefits of outdoor experiences through the lived experiences of 24 outdoor practitioners, including educators, environmentalists, therapists, and program leaders. Three core themes emerged: (a) nature as an emotional regulator and reflective space; (b) therapeutic benefits of human–nature relationships; and (c) decolonial, bioregional, and cultural healing. Although practitioners facilitated physical challenges and skill-building for their participants, they primarily described outdoor experiences as relational, somatic, and culturally rooted practices that foster emotional regulation, grief processing, identity integration, and social inclusion. Healing emerged through solitude, silence, ancestral connections, sacred landscapes, inclusive dynamics, and the restoration of cultural knowledge. This study’s results challenge Western-centric outdoor education models by foregrounding Indigenous and postcolonial perspectives embedded in Indian ecological traditions. The results contribute to global discussions on decolonizing outdoor fields and offer implications for culturally responsive, emotionally safe, and ecologically grounded practices.

This paper reports a study of Indian women practitioners’ contributions to the growth of outdoor and adventure education (OAE) in India. The OAE fields in India have grown rapidly along with the 21st century globalisation phenomenon. Indian men OAE practitioners are mostly credited with contributions and leadership in the fields, overlooking women’s roles, participation, and contributions. This marks the need for examining diverse socio-cultural constructions of OAE fields in India. In the specific context of gender and OAE, the authors examine if hegemonic masculinity is maintained in the Indian outdoor industry and if so, how do women practitioners challenge it. The analysis of semi-structured interviews with six women practitioners reveals their effective participation, contributions, and leadership in progressing OAE fields in India despite barriers and challenges from male-centric approaches. The findings highlight women practitioners’ transformative agency and leadership role in disrupting hegemony in OAE fields in India.

Background: With growing interest in nature-based interventions for health, establishing implementation frameworks for prescribing nature in diverse settings is crucial. This study aims to develop and validate a nature prescribing framework tailored for the Australian healthcare context, employing a Delphi methodology to harness expert consensus.

Methods: The study utilised a two-round Delphi technique to gather insights from experts across various health and environmental sectors. Participants included healthcare providers, managers and policymakers engaged in or knowledgeable about nature prescribing. The initial framework, which was informed by earlier interviews with parties who prescribe or provide nature-based health interventions, was refined through the Delphi process, aiming for consensus on implementation criteria and associated practices.

Results: Sixteen experts participated in the first Delphi round, with 13 completing the second round. Participants reached consensus on five essential domains of the nature prescribing framework, which included Community: consultation and customisation, Systems: building partnerships and networks, Prescribers: cultivating awareness and capacity, Providing prescriptions: psychosocial foundations and External settings: interfacing social and natural environments. Perceived barriers and enablers to application were considered within the framework, including contextual and environmental factors, awareness and capacity among prescribers and public, and the role of infrastructure support.

Conclusion: The nature prescribing framework offers a structured approach to integrating nature-based activities into health practices, addressing both individual and community health needs. It is adaptable to various Australian settings, promoting broader implementation of nature-based prescriptions. Future research should focus on implementing and evaluating the feasibility and effectiveness of the framework in diverse demographic and geographic contexts.

The educational integration of Newly Arrived Migrant and Refugee (NAMR) children and youth in a host country is complex. It requires educational systems responding to their diverse needs. Some of these needs are exacerbated by NAMR young people and their families’ limited understanding of the host country’s policies, structures, and procedures. Amidst these complexities, policy makers, practitioners, and other stakeholders strive for guidance in developing effective interventions that are transferable across different settings. This paper builds on the good practices that were identified and exchanged between seven partnering countries from Europe and the UK in 2017–18 as part of SIRIUS network’s RefuEdu project. Researchers, policymakers, and practitioners shared good practices that were grounded in their knowledge, experience, and examples. A set of core principles and individual sets of good practices are highlighted with action steps from the contexts of Germany, Sweden and England (UK). This may assist policy makers and practitioners in comprehending the challenges and opportunities within the educational integration of NAMR children and youth. The implications are for strengthening their holistic integration alongside positive educational experiences and advancing further research.

Using a descriptive, exploratory study of recent developments in outdoor adventure education (OAE) fields in India, the authors report on the significant contributions of Indian OAE practitioners in promoting healthy human-nature relationships. Semi-structured interviews with Indian OAE practitioners revealed an underlying interconnectedness between OAE, environmental education, and experiential education. Findings show that OAE practitioners in India represent new genres of practice diversifying into nature-based sports, therapeutic adventure, experiential activities, and more to help individuals develop positive relationships with nature, emphasising reciprocity and mutual respect. Drawing from the historical, spiritual, and cultural aspects of nature-relatedness in Indian culture, OAE practitioners bridge the gap between traditional knowledge and contemporary practices to foster deeper connections with the natural worlds. This study postulates that Indian OAE practitioners, with their understanding of nature’s therapeutic effects, play vital roles in guiding people towards a holistic and sustainable relationship with nature that contributes to individual well-being and environmental preservation.

In this paper, we explore the concept of outdoor adventure in the context of mental health, proposing an ecological perspective to redefine adventure beyond its traditional associations with risk and physical challenge. We critically examine current frameworks and definitions of adventure, which often emphasise specific activities and natural environments yet overlook the individual’s experience and potential mental health benefits. From an ecological perspective, we emphasise the dynamic interplay between the individual, the activity, and the environment. This approach, grounded in ecological psychology, considers the multi-dimensional nature of adventure, including social, psychological, physical, and spiritual aspects. The paper challenges the traditional risk-focused view of adventure, advocating for a broader definition that includes diverse experiences and interactions, as well as the transformative potential of adventure in various environments, including urban settings. We highlight the changing demographics and motivations of adventure participants, moving away from the stereotypical young male risk-seeker, to more diverse and inclusive participant profiles. We argue that adventure facilitates the realisation of fundamental human affordances, often untapped in daily life, thereby enhancing mental health and wellbeing. This ecological perspective opens new avenues for understanding the role of adventure in mental health and wellbeing, offering a more comprehensive and inclusive approach to adventure activities as therapeutic interventions. This redefined understanding of adventure emphasises its potential as a powerful tool for enhancing human wellbeing, harmonising the relationship between people, tasks, and the environment, and offering profound implications for mental health contexts.

This perspective paper investigates the dynamic interplay between wealth, materialism, environmental degradation, and mental health amid escalating challenges of climate change. The paper critically examines how affluence, often a buffer against climate impacts, paradoxically leads to higher consumption and carbon footprints, exacerbating environmental problems. A societal emphasis on materialism contributes to an estrangement from nature, with significant implications for mental health and environmental sustainability. The paper proposes a fundamental shift in addressing these intertwined challenges through reintegration with nature. The paper recommends integrating urban planning, education, mental health, and community engagement strategies to build a sustainable, mentally resilient society more integrated with nature. This approach, supported by future research directions, aims to create a more balanced, environmentally conscious, and mentally healthy world.

Research shows that the human-nature relationship positively impacts human well-being. Forest School (FS) practice offers young children a structured program of nature connection through activities, aiming to enhance their self-esteem and social skills. FS is now adapted in countries such as Australia, Canada and New Zealand where a unique cultural interface occurs between European settlers and Indigenous peoples. Responding to socio-cultural diversities, geographical contexts, and the traditional ecological knowledges, FS needs to go beyond play pedagogy and incorporate theoretical perspectives that promote human-nature relationship in local context-specific environments. We argue that the synergies between Western perspectives on affordances perceived in person-environment relationship and Indigenous place-based relationality perspective provide a more suitable approach for developing reciprocal relationships between FS participants and land/place/nature. We propose that the synergies between affordances perceived in FS and place-based relationality cultivated in participants will enhance social and emotional well-being. We call for specific research investigating such synergies supporting participant well-being. Future research on FS practice should be directed toward initiating and exploring co-designed studies by Indigenous and non-Indigenous researchers incorporating methodologies that study participant experience as well as evaluating the impact of FS programs embedding affordances and place-based relationality perspectives.