A journal of research, policy and applications Children, Youth and Environments Network University of Cincinnati Volume Number 2023 2 33 Children, Youth and Environments EISSN: 15462250 Published by and © University of Cincinnati i EDITORS: Dr. Victoria Carr, Dr. Rhonda Brown, and Dr. Vikas Mehta, University of Cincinnati MANAGING EDITOR: Dr. Leslie Kochanowski, University of Cincinnati ASSISTANT MANAGING EDITOR: Dr. Ann Rossmiller, University of Cincinnati FIELD REPORT EDITORS: Dr. Sue Elliott, University of New England and Dr. Daniela DiGiacomo, University of Kentucky BOOK+MEDIA EDITORS: Dr. Catherine Volpe, University of New England and Dr. Ozlemnur Ataol, Maastricht University COPY EDITOR: Dr. Jennifer Steffel Johnson, University of Colorado ADVISORY BOARD: Louise Chawla, University of Colorado; Roger Hart, City University of New York; Lynn Liben, Pennsylvania State University; Robin Moore, North Carolina State University; Fahriye Sancar, University of Colorado; Willem van Vliet, University of Colorado. EDITORIAL ADVISORY BOARD: Nicole Ardoin, Stanford University, USA; Mark Blades, University of Sheffield, UK; Caitlin Cahill, Pratt Institute, USA; Sudeshna Chatterjee, Action for Children’s Environments, India; Debra Cushing, Queensland University of Technology, Australia; Victoria Derr, California State University, USA; Janet Dyment, University of Tasmania, Australia; Ingunn Fjørtoft, University of South-Eastern Norway; Claire Freeman, University of Otago, New Zealand; Enakshi Ganguly, HAQ Centre for Child Rights, India; Jorgelina Hardoy, Int’l Institute for Environment & Development, Argentina; Laurie Harmon, University of Wisconsin, USA; Harry Heft, Denison University, USA; Lia Karsten, Universiteit van Amsterdam, Netherlands; Isami Kinoshita, Chiba University, Japan; Kevin Lalor, Dublin Institute of Technology, Ireland; Jill Litt, University of Colorado, USA; Janet Loebach, Cornell University, USA; Laura Malinin, Colorado State University, USA; Lorraine E. Maxwell, Cornell University, USA; Barry Percy-Smith, University of Huddersfield, UK; Edith Phaswana, Thabo Mbeki African Leadership Institute UNISA, South Africa; Gina Porter, Durham University, UK; Sharon Ergetta Sutton, Parsons The New School, USA; Nancy Wells, Cornell University, USA The Children, Youth and Environments journal disseminates knowledge and stimulates discussion in support of inclusive and sustainable environments for children and youth everywhere. CYE has a global community and connects the worlds of research, policy and practice. The CYE journal is a peer-reviewed, multi-disciplinary, online journal, highlighting the physical environments where children and youth live, learn, work and play. The journal values the capacity of children and young people to meaningfully participate in the processes that shape their lives, and publishes papers from distinct viewpoints, varied approaches, and diverse cultures and regions around the world. The journal offers researchers a high-quality, refereed outlet for sharing work pertaining to the physical environments that impact the lives of children and youth around the world. The journal publishes papers in the form of research articles, field reports and book/media reviews ranging from quantitative and qualitative empirical research; theoretical, methodological, and historical investigations; critical literature reviews; design analyses; post-occupancy evaluations; policy studies; and program assessments. Children, Youth and Environments appeared as a print journal from 1984-1995 as Children’s Environments Quarterly and Children’s Environments. In 2003, it was revived as an online journal, which now reaches readers in more than 160 countries. Readers and authors include researchers and practitioners in education, childhood studies, geography, sociology, child and youth development, child welfare, child rights advocacy, development studies, architecture, landscape architecture and design, urban design, and planning. CYE is endorsed by UN-Habitat and guided by a distinguished Editorial Advisory Board. For more information visit https://www.cyenetwork.org Cover image from the article Drawing Play: A Content Analysis of Children’s Drawings of Where They Like to Play by Sarah Barriage, Darcey K. deSouza, Shoshana Zitter, & Chethan Sarabu Children, Youth and Environments EISSN: 15462250 Published by and © University of Cincinnati ii Children, Youth and Environments Vol. 33 No. 2 2023 ISSN 1546-2250 Inside this issue, you will find diverse scholarly work spanning across the globe. We start our trip with a scoping review where Williams and colleagues identified studies where children were active participants in the design, creation, and production processes in the construction of a physical environment. Findings aided in the creation of a reporting checklist for studies including children in the “co” processes. Next, we head to Denmark where Christensen and Simovska qualitatively studied children’s wellbeing at school to reveal that school facilities, workload, rhythms, time schedules and numerous transitions all play pivotal roles in student experiences of wellbeing, as well as their ability to be involved in decision making processes at school. Heading across the Atlantic, we arrive at an urban medical clinic in the United States where Barriage and colleagues asked children to draw where they liked to play. Findings revealed that physical, outdoor environments were common elements in the drawings while playing with other children was not. Traveling south to Brazil, Macena and colleagues investigated children’s contact with nature during the COVID-19 pandemic. Findings revealed that children had frequent contact with nature during this time and suggest there was a period of (re)connection with nature. Returning to the United States, Traub and Mainzer conducted a meta-analysis focusing on outdoor nature spaces and their impacts on students across disciplines to reveal that though there is rising diversity amongst approaches to studying holistic wellness, there continues to be gaps within the discipline for the broader conceptualization. We then cross the Atlantic to arrive in Kerman, Iran where Mani and colleagues developed a new valid and reliable measure to capture children’s perceived restorativeness in their everyday environments. Results showed that the different environments included in the study scored differently based on their size, degree of naturalness, and the available play equipment. We head back to Brazil to end our world tour where Stencel and colleagues studied rural children’s first experiences with urban elementary school spaces. Data from multiple methods revealed that rural children found the urban spaces restrictive and controlled which led to the children having a difficult time constructing new meaning for the spaces. Stencel and colleagues suggest that educators in the urban educational space should provide opportunities for children to manage certain spaces to support their development, increase satisfaction with the school environment, and ease this new transition for the children. The issue continues with three reports from the field. First, Martz and colleagues used a qualitative GIS approach to evaluate environmental education programs. Next, Orr and colleagues share how they were able to reduce nature aversion with elementary students during environmental education programs. Lastly, Banerjee and colleagues share how their program was able to empower adolescent girls during COVID-19. We close our issue with Derr’s review of Teaching in the Anthropocene: Education in the Face of Environmental Crisis, edited by Alysha Farrell, Candy Skyhar, and Michelle Lam. Happy Reading! Children, Youth and Environments EISSN: 15462250 Published by and © University of Cincinnati iii Children, Youth and Environments Vol. 33 No. 2 2023 ISSN 1546-2250 Table of Contents Articles Conceptualization of Co-Creation, Co-Design and Co-Production with Children for Health-Promoting Physical Environments: A Systematic Search and Scoping Review Tiffany Williams, Kim Ward, and Melody Smith 1-38 What Do the Experts Say? Children’s Perspectives on Wellbeing in Schools Else Nyborg Christensen and Venka Simovska 39-62 Drawing Play: A Content Analysis of Children’s Drawings of Places Where They Like to Play Sarah Barriage, Darcey K. deSouza, Shoshana Zitter, and Chethan Sarabu 63-89 “I Connect with Nature Every Day”: Brazilian Children and Their Contact with Nature during the COVID-19 Pandemic Christiane F. S. Macena, Iani D. Lauer-Leite, Maria Inês G. Higuchi, Jorge Antonio S. Costa, and Jaílson S. Novais 90-107 Holistic Wellness in Elementary Schoolyard Environments: An Analysis of 2000-2021 Research Studies Julia Traub and Stephen Mainzer 108-129 A New Perceived Restorativeness Scale for Children’s Everyday Environment (PRS-ChEE): Evaluating the Restorative Potential of Orphanages’ Outdoor Spaces from the Viewpoint of Children Maryam Mani, Helen Woolley, and Jean Russell 130-152 Rural Children’s First Experiences of Urban Elementary School Space: A Child-Centered Multi-Method Case Study in Brazil Letícia Michele Stencel, JungJa Park-Cordoso, Ana Paula Soares da Silva 153-174 Reports from the Field Evaluating Environmental Education Programs Using a Qualitative GIS Approach Corey J. Martz, Rebecca L. Powell, Bryan Wee, and Angela Myers 175-187 Children, Youth and Environments EISSN: 15462250 Published by and © University of Cincinnati iv Children, Youth and Environments Vol. 33 No. 2 2023 ISSN 1546-2250 Reports from the Field continued Minimizing Nature Aversion among Elementary Students during Environmental Education Programs Brian Orr, Glen Hvenegaard, and Carolyn Cook 188-196 Empowering Adolescent Girls during a Global Pandemic: An Initiative through the Scheme for Adolescent Girls and the Kanyashree Prakalpa Convergence (SAG-KP) Program Arpita Banerjee, Arnab Karar, Nilanjana Ghosh, Indrani Bhattacharyya, and Santwana Adhikari 197-206 Book Reviews Teaching in the Anthropocene: Education in the Face of Environmental Crisis, edited by Alysha Farrell, Candy Skyhar, and Michelle Lam Reviewed by Victoria Derr 207-209 CYE_Cover_33_2 Front Matter CYE 33 2 2023.pdf