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 32, Issue 1, COVID-19 Special Issue 1 of Children, Youth and Environments was recently released. Read the current issue on JSTOR.


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CYE_Cover_32_1 COVID 1_b.jpg

Inside this first of two special issues on COVID-19, you will find an array of research article, field reports, a media

review and a position paper that span across the globe. These articles, field reports and position paper present both

sides of the outcomes of the pandemic on the lives of children and youth. They present the challenges ahead

regarding learning, mental health and overall wellbeing for the young, as well as the opportunities for finding new

ways to address the same, as many have done by coping in these most difficult circumstances. DiGiacomo and coauthors

present the findings from a youth participatory action research (YPAR) study that focused on the students’

learning-from-home experiences in the wake of COVID-19 state-wide school closures in Kentucky, US. Next, reporting

on a rapid assessment conducted by UNICEF, Chatterjee, Jobin, and Dutta present the global impact of COVID-19 on

vulnerable children in urban areas in Brazil, India and Spain, where UNICEF is actively engaged in urban programming.

On the positive side, Moore, Morrissey and Jeavons, reporting the use of outdoor spaces in Melbourne, Australia,

observe an increased presence of children and play activity in the local natural spaces. Similarly, de Lannoy and coauthors

present the findings of a Canada-wide environmental scan of outdoor play-based child and youth projects,

programs, activities and services available during the height of the pandemic (2020-2021). The article by Martz, Powell

and Wee covers the various spatial restrictions for youth as a result of the lockdowns and explores how youth related

with nature during this time. In the final article in this issue, Seixas and co-authors explore the impact of the drastic

reduction in tourism due to the pandemic on children’s play in an urban park in a highly touristic, commercial and

increasingly gentrified neighbourhood in Lisbon, Portugal.

The position paper by Bishop and co-authors—members of the Children, Youth and Environments (CYE) Working

Group (WG) of the Sustainable Cities and Landscapes Research Hub of the Association of Pacific Rim Universities

(APRU) that includes members from Canada, USA, Australia, and New Zealand—discusses both the positive and

negative impacts of COVID-19 and identifies areas for change with impact on the lives of children and young people

and their environmental experience in Canada, USA, Australia, and New Zealand. The first field report by Stinehart and

co-authors showcases the nimbleness and creativity of educators in response to the pandemic. The second field report

by Garratt and co-authors presents stories of therapists from the United States and the United Kingdom who provide

early intervention services to infants and young children who qualify with a disability or developmental delay. The issue

concludes with a media review by Catherine Rita Volpe of This Podcast Will Kill You, COVID-19, Chapter 10: Schools

by Erin Welsh and Erin Allman Updyke.

Future Issues

We are delighted to announce that Children Youth and Environments has signed a new deal with University of Cincinnati Press ( Our backlist will continue to be available through JSTOR.


The University of Cincinnati Press is committed to publishing rigorous, peer-reviewed, leading scholarship accessibly to stimulate dialog between the academy, public intellectuals and lay practitioners. The Press works with authors and editors to erase disciplinary to address common problems in our global community. UC Press looks for projects across the humanities, social sciences and STEM fields focusing on social justice and community engagement.

Past Issues

As this issue 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