CYE has a global audience and connects the worlds of research, policy and practice.

The Children, Youth and Environments network disseminates knowledge and stimulates discussion to support inclusive, sustainable and healthy environments for children and youth everywhere. 


The CYE network connects a global community and provides an online forum for active discussion, resource sharing, and the publication of a peer-reviewed online journal.

CYE is now accepting submissions via Scholastica!

We have recently adopted an online academic journal management platform, called Scholastica, to streamline manuscript submission and review processes. Authors can now submit their research articles directly via Scholastica.


Visit for more information.

Volume 31, Issue 1 of Children, Youth and Environments was recently released. Read the current issue on JSTOR.


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Inside this issue, (Vol. 31, No. 1), you will find diverse scholarly work that spans across the globe. First, Barger and co-authors take us to Australia, Canada, Europe, and the United States in their scoping review of the impact of green space on children and youths’ stress and attention. Next, we head to Southwest China where Liu and Chen take a closer look at the effect of green space and investigate the relationship between school green spaces and children’s environmental attitudes and pro-environmental behavior. Shifting our focus, we arrive in Denmark where Hempel highlights the visual Q-methodology and shares how the innovative method provides insights about the environmental affordances of children’s outdoor play settings. We then return to the United States and arrive in North Carolina where Jackson showcases long-term outcomes resulting from outdoor science education programs across many years. Heading south to Brazil, Alvim Leite and co-authors investigate the food environment surrounding schools in Juiz de Fora, Minas Gerais and discuss the implications such environments have on students’ health. We then end our global tour back in the Southeast United States where Fedewa and co-authors examine the relationship between frequency of recess breaks and discipline issues for elementary children. The issue continues with two reports from the field. First, McLauchlan shares his work on addressing educational inequality. Then, Gerstein and co-authors share how they used the RE-AIM Framework to evaluate the transformation of a green schoolyard. We wrap this issue with two book reviews: Kitching’s review of Transport and Children’s Wellbeing edited by E. Owen, D. Waygood, Margareta Friman, Lars E. Olsson, and Raktim Mitra and Whitzman’s review of Slow Cities: Conquering Our Speed Addiction for Health and Sustainability by Paul Tranter and Rodney Tolley. Happy reading!

Past Issues

As this issue (Vol. 30, No. 1) of Children, Youth and Environments (CYE) goes to press, living, working, learning, and playing exclusively in home environments have been the norm for millions of people across the globe while the COVID-19 pandemic continues its community spread. Some people only find the situation an inconvenience, but manageable. Too many others are besieged with job loss, inadequate housing, and mental health issues and we would like to express our hope for worldwide compassion toward those whose needs are immeasurable and for those who have lost loved ones to the coronavirus. We respect and applaud the health care providers and other essential workers who are on the frontline in the fight to reduce virus casualties and ensure basic needs for others are met. We encourage everyone to adhere to the guidelines set forth by the World Health Organization and the Center for Disease Control as businesses and services re-open.

The Editors of Children, Youth and Environments express our sorrow to the family and friends of George Floyd, Breonna Taylor, and others who have lost loved ones in senseless acts of violence fueled by systemic racism. We stand with people of color who have experienced discrimination, implicit bias, oppression, racism, and violence and support the activism of our youth who are unifying and demanding accountability and change. 

At CYE, our mission is to disseminate knowledge and stimulate discussion that supports inclusive, sustainable and healthy environments for children and youth everywhere. We are committed to publishing articles that reflect and value the racial, cultural, and economic diversity present in children’s environments and for informed research, practice, and opinions to influence action and policy. Although not an exhaustive list, please see the references in chronological order below.

We call on researchers and practitioners to expand the knowledge base by submitting proposals for special issues of the journal, research papers, field reports, and position papers that examine how environments, design, projects, and programs influence experiences of equality, oppression, racism, safety, violence, and well-being for children and youth, as well as their efforts to organize and advocate for more equitable environments. Together, we can stand against racism and work towards creating environments that fully support equality for all people. 

Rhonda Brown, Victoria Carr, Vikas Mehta, & Leslie Kochanowski



Vol. 9, No. 1, 1992

Enabling Children to Map out a More Equitable Society (pp. 37-48)

Sharon E. Sutton


Vol. 11, No. 1, 1994

Children's Perceptions of Income-related Housing (pp. 26-35)

Ann Sloan Devlin

Vol. 12, No. 1, 1995

Parent–Child Visits in Jails (pp. 25-38)

Denise Johnston


Vol. 16, No. 1, 2006

Urban Los Angeles from Young People's Angle of Vision (pp. 340-351)

Shirl Buss


Vol. 16, No. 1, 2006

Resegregation in U.S. Public Schools or White Decline? A Closer Look at Trends in the 1990s (pp. 49-68)

John Logan, Deirdre Oakley and Jacob Stowell


Vol. 17, No. 2, 2007

Youth Activists in the Age of Postmodern Globalization: Notes from an Ongoing Project (pp. 541-562)

Maria de los Angeles Torres

Making Space, Making Change: Models for Youth-Led Social Change Organizations (pp. 298-314)

Youth Speak Out Coalition and Kristen Zimmerman


Vol. 17, No. 4, 2007

Photography as a Tool for Understanding Youth Connections to Their Neighborhood (pp. 107-123)

Jennifer Kofkin Rudkin and Alan Davis


Vol. 19, No. 1, 2009

Teaching with Hidden Capital: Agency in Children's Computational Explorations of Cornrow Hairstyles (pp. 58-73)

Ron Eglash and Audrey Bennett


Vol. 20, No. 2, 2010

“I'm about to really bring it!” Access Points between Youth Activists and Adult Community Leaders (pp. 1-24)

Ben Kirshner and Kimberly Geil


Vol. 22, No. 1, 2012

The Role of Objective and Perceived School Building Quality in Student Academic Outcomes and Self-Perception (pp. 23-51)

Lorraine E. Maxwell and Suzanne L. Schechtman

Vol. 23, No. 3, 2013

Theorizing a Sense of Place in a Transnational Community (pp. 43-65)

Jennifer D. Adams


Vol. 25, No. 3, 2015

Engaging City Youth in Urban Agriculture: Examining a Farm-Based High School Internship Program through the Lens of Self-Determination Theory (pp. 22-39)

Elena T. Broaddus, Liana S. Przygocki and Peter J. Winch

Knowledge of Neighborhood Nature Is Associated with Strong Sense of Place among Milwaukee Youth (pp. 129-144)

Rachel D. Kroencke, Kelly A. Hoormann, Elizabeth F. Heller, Jessica M. Bizub, Corey J. Zetts and Kirsten M. M. Beyer


Vol. 27, No. 1, 2017

Changing Neighborhoods: An Oral History Workshop for the Brooklyn Young Adult Literacy Program (pp. 135-150)

Elke Weesjes


Vol. 28, No. 1, 2018

Neighborhood Cultural Heterogeneity and the College Aspirations of Low-Income Students of Color (pp. 9-29)

Constance Iloh


Vol. 29, No. 1, 2019

Framing Neighborhood Safety and Academic Success: Perspectives from High-Achieving Black Boys in Chicago (pp. 1-19)

Shantel D. Crosby, Desmond Patton, Dustin T. Duncan and Jocelyn R. Smith Lee


Vol. 30, No. 1, 2020

Attitudes and Perceptions of Environmental Change among Youth Living in Public Housing (pp. 83-100)

Jacqueline Tejada, Stephanie Nisle and Jeffrey M. Jenson

Youth Call BS on Politicians: Will They Influence Gun Control?

Thomas Hobbes (1588-1679) stated that life in a society where “every man is enemy to every man” and where individuals “live without other security than what their own strength and their own invention shall furnish them” limits their well-being consequentially with “no knowledge of the face of the earth; no account of time, no arts, no letters, no society, and, which is worst of all, continual fear and danger of violent death, and the life of man solitary, poor, nasty, brutish, and short.”


The horrific loss of 17 people at the Marjory Stoneman Douglas High School, another US school shooting in which youths’ lives were cut short by a semi-automatic rifle has spurred youth’s grief into activism.

The editors at Children, Youth, and Environments commend these youth as they call out politicians using their own moral authority based on emotions and losses intimate to the gun laws debate and other safety reforms.

As these youths appear on television programs, demonstrate at the capitol, and ask poignant, but too often unanswered questions to politicians, we applaud their voices as they advocate for safe environments and the societal norms they want, a society in which they are not living in continual fear of a violent death.


It is their future and the future of subsequent generations that they are advocating for as they call BS to excuses that have not protected them and may have, in fact, promoted brutish, violent tragedies incompatible with a society replete with commodities that promote men and women’s well-being. Historians will document whether or not these youth’s activism will make a difference. Current events, however, suggest that it is time to listen to the voices of the next generation.

CYE invites research and field reports related to youth’s efforts to advocate for safe and enriching environments. CYE has published articles in the past related to these topics. Examples are listed below and in the Discussion page.

The Columbine School: A Principal Reflects on the Influence of School


Columbine Elementary School

This paper, written by the principal of a Colorado elementary school, explores the interplay between various educational and environmental factors associated with the school’s design. The design was originally intended to create support for a bond issue that would allow the school to be built, to promote an exciting “tree house” feeling in each classroom, and to encourage a feeling of integration with the surrounding environment. In the five years since the school was built, the design has exerted a continuing influence on educational programs, activities and events. This paper presents examples of some of the recent issues which demonstrate the persistent and often prevailing influence of design on school climate and function.

Keywords: children, school design

CYE Moves to UC: Past, Present, and Future