Scaling nature-based programmes for adolescent mental health and wellbeing: Evidence- informed policy and research directions from England

Nature-based programmes in secondary schools are attracting growing interest by educators and policy professionals in efforts to link sustainability and climate action with student mental health and wellbeing (Department for Education, 2025b; Hazell & Clarke, 2024; UNESCO, 2024). However, policy momentum has outpaced robust evidence to support equitable implementation, particularly for adolescents (Clarke et al., 2021), a period marked by rising anxiety and depression and declining nature connection (Price et al., 2022; Richardson et al., 2019; Solmi et al., 2022). Drawing on a rapid systematic literature review (Lorimer et al., 2025), interviews with 16 secondary educators, and a co-produced cost–benefit model developed (Hopkins van Mil, 2025), this paper proposes a tiered universal–targeted–intensive policy framework for evidence-led nature-based programmes’ implementation in English secondary schools, combining whole-school nature integration with enhanced and specialist-linked provision for students with greater mental health needs. Findings show that nature-based programmes demonstrated stronger benefits for adolescents with existing mental health needs (e.g., reduced anxiety and stress, improved self-esteem, resilience, and connectedness), while effects in general student populations were smaller and more variable (Loose et al., 2024; Natural England, 2024c; Shrestha et al., 2025). Economic modelling suggested early, targeted investment may yield long-term returns through reduced demand on mental health services and improved educational outcomes. Six interlinked policy priorities emerged: whole-school integration, equity safeguards, professional capacity, adolescent-informed evaluation, green-estate standards, and cross-sector governance.