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Behavioral Sciences
Special Issues
Positive Youth Development Through Outdoor Recreation
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Positive Youth Development Through Outdoor Recreation

A special issue of Behavioral Sciences (ISSN 2076-328X).

Deadline for manuscript submissions: 16 October 2026 | Viewed by 3683

Special Issue Editors

Dr. Eddie L. Hill

E-Mail Website
Guest Editor
Outdoor & Community Recreation Education Program, Moyes College of Education, Weber State University, Ogden, UT 84408, USA
Interests: positive youth development; outdoor recreation; health and wellness
Dr. Amy A. Direnzo

E-Mail Website
Guest Editor
Recreation, Parks and Leisure Studies, State University of New York, Cortland, NY 13045, USA
Interests: leisure studies; outdoor recreation
Dr. Edwin Gómez

E-Mail Website
Guest Editor
Department of Recreation Sciences, East Carolina University, Greenville, NC 27858, USA
Interests: recreation; urban parks; parks and recreation; sense of community; leisure

Special Issue Information

Dear Colleagues,

We invite submissions for a Special Issue focused on the intersection of outdoor recreation and positive youth development (PYD). The PYD framework takes a strengths-based approach to achieving positive developmental outcomes, emphasizing the strengths of young people and guiding them to become active and contributing members of society. Recent research underscores the importance of outdoor recreation spaces as a vital context in which positive developmental outcomes among youth can be fostered (Hill, 2022; Ahl et al., 2022).

Youth engagement in outdoor and nature-based activities has been shown to enhance essential life skills such as competence, responsibility, discipline, resilience, and affinity for the natural world (e.g., Hill et al., 2023). Moreover, youth interest in outdoor recreation activities is on the rise. In fact, high school mountain biking recently surpassed youth soccer as the fastest-growing youth sport in the Mountain West in the United States, highlighting the increasing interest in outdoor recreation as a means of youth engagement.

Out-of-school-time (OST) programs also play a crucial role in providing outdoor-based experiences that facilitate youth development. These programs offer unique opportunities for youth to explore, learn, and grow in natural settings, promoting not only physical health but also social and emotional well-being. To highlight one example, building on its youth education curriculum, the Leave No Trace Center for Outdoor Ethics developed Bigfoot’s Playbook, a collection of activities grounded in PYD that help youths connect to the outdoors. Numerous studies have successfully demonstrated the use of this curriculum in effectively connecting youths to nature (e.g., Ahl et al., 2022; Hill, 2022; Miller et al., 2015).

We encourage scholars, practitioners, and educators to contribute research, case studies, and innovative practices that illustrate how outdoor recreation can serve as a powerful tool for positive youth development. Topics of interest may include, but are not limited to, the following:

  • The impact of outdoor recreation on youth resilience and personal growth;
  • Innovative OST programs that effectively integrate outdoor experiences;
  • The role of community partnerships in promoting outdoor recreation for youth;
  • Strategies for fostering inclusivity and accessibility in outdoor activities;
  • Longitudinal studies examining the effects of outdoor engagement on youth development outcomes.

Dr. Eddie L. Hill
Dr. Amy A. Direnzo
Dr. Edwin Gómez
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 250 words) can be sent to the Editorial Office for assessment.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Behavioral Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2200 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • PYD
  • outdoor recreation
  • Leave No Trace
  • resilience

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Further information on MDPI's Special Issue policies can be found here.

Published Papers (4 papers)

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Research

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13 pages, 249 KB  
Article
Integrating Self-Determination Theory and Continuous Glucose Monitoring: Promoting Youth Development Among Campers with Type 1 Diabetes
by Eddie Hill, Bethany Arrington, Taylor Harvey, Alexis Barmoh, Rowan Williams and Laura Hill
Behav. Sci. 2026, 16(1), 24; https://doi.org/10.3390/bs16010024 - 22 Dec 2025
Viewed by 453
Abstract
The purpose of this cohort study was to evaluate participants’ general self-management and experiences of autonomy while attending diabetes camp using quantitative and qualitative data collection. Through a partnership, an outdoor diabetes camp was designed to assist youth with type 1 diabetes (T1D) [...] Read more.
The purpose of this cohort study was to evaluate participants’ general self-management and experiences of autonomy while attending diabetes camp using quantitative and qualitative data collection. Through a partnership, an outdoor diabetes camp was designed to assist youth with type 1 diabetes (T1D) in their management. The REACH Teen program conducted a week-long summer camp for youth with T1D. The study was designed through Outcome-Focused Programming grounded in Self-Determination Theory (SDT) to meet campers’ needs of autonomy, competence, and relatedness. Campers participated in outdoor activities and diabetes education designed to increase healthy behaviors. Twenty-three campers completed a 24-item pre- and post-camp questionnaire measuring participants’ perceived levels of satisfaction or frustration of their three basic psychological needs. At the conclusion of camp, 21 youth participated in 35-min focus group interviews. Through a paired-sample t-test, all three measures were trending in a positive direction, with relatedness (R) being the closest to significance. Cloud-based biometric data was used to compute the percentage of TIR for the week, during camp hours. The results from the focus group interviews revealed three themes: lack of outside understanding, varying levels of autonomy, and experiences at REACH. Not reporting TIR data outside of camp was a limitation of this study. Diabetes medical specialty camps grounded in SDT can provide an opportunity for campers to internalize healthy behaviors needed to manage their diabetes. Full article
(This article belongs to the Special Issue Positive Youth Development Through Outdoor Recreation)

Review

Jump to: Research, Other

22 pages, 594 KB  
Review
The Influence of Structured Nature Experiences on Youth Mental, Emotional, and Social Health Competencies in Summer Camps: A Systematic Review
by Daniela Berry, Alexandra Skrocki, Emily Howell and Daniel Pilgreen
Behav. Sci. 2026, 16(2), 246; https://doi.org/10.3390/bs16020246 - 9 Feb 2026
Viewed by 329
Abstract
There is a lack of consensus on the role of structured nature experiences (SNEs) in mental, emotional, and social health (MESH) competencies across youth summer camp participants. This systematic review synthesized research on the relationship between SNEs and MESH competencies in camps since [...] Read more.
There is a lack of consensus on the role of structured nature experiences (SNEs) in mental, emotional, and social health (MESH) competencies across youth summer camp participants. This systematic review synthesized research on the relationship between SNEs and MESH competencies in camps since the emergence of positive youth development. Following a Google Scholar search, 21 articles were reviewed and synthesized. The findings revealed that SNEs consistently support growth in MESH competencies, particularly through experiential learning and nature immersion. The mental health domain was the most prominent MESH domain studied in the reviewed literature. Interrelated themes are discussed within each domain. While some improvements show short-term gains, lasting improvements were also observed, especially among youth with social or behavioral challenges. This review identifies SNEs as intentional and evidence-based mechanisms for advancing MESH outcomes among youth in the summer camp setting. Full article
(This article belongs to the Special Issue Positive Youth Development Through Outdoor Recreation)
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15 pages, 844 KB  
Review
Camp as a Facilitator for Positive Childhood Experiences for Children and Youth with Serious Healthcare Needs: A Rapid Review
by Haley Pogachefsky, Ann Gillard, Laura Blaisdell, Christopher J. Stille and Robert Sege
Behav. Sci. 2025, 15(11), 1525; https://doi.org/10.3390/bs15111525 - 10 Nov 2025
Viewed by 662
Abstract
Children and youth with special healthcare needs (CYSHCN) face elevated risks of adverse childhood experiences while also having unique opportunities for positive childhood experiences (PCEs). Medical specialty camps can serve as protective environments promoting resilience and well-being in this population. We examined current [...] Read more.
Children and youth with special healthcare needs (CYSHCN) face elevated risks of adverse childhood experiences while also having unique opportunities for positive childhood experiences (PCEs). Medical specialty camps can serve as protective environments promoting resilience and well-being in this population. We examined current literature to determine whether camp experiences align with the Healthy Outcomes from Positive Experience (HOPE) framework and function as PCEs for CYSHCN. A comprehensive literature search was conducted across PubMed, Google Scholar, and Elsevier databases using terms related to camps, positive childhood experiences, and childhood illness. Studies were systematically mapped onto the four HOPE framework categories and analyzed for qualities of effective PCE settings. Twenty-six studies demonstrated alignment between camp experiences and all four HOPE framework components: nurturing relationships, safe environments, social engagement opportunities, and social–emotional competency development. Four qualities of effective PCE settings emerged: being outdoors, engagement in meaningful activities, finding meaning in life, and experiencing “being away.” Research representing medical specialty camps demonstrates strong theoretical alignment with PCE frameworks, suggesting potential protective benefits against ACEs for CYSHCN. A conceptual model is proposed to guide future empirical research examining camps as facilitators of PCEs and their long-term health outcomes for this population. Full article
(This article belongs to the Special Issue Positive Youth Development Through Outdoor Recreation)
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Other

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49 pages, 733 KB  
Systematic Review
Risky Outdoor Play and Adventure Education in Nature for Child and Adolescent Wellbeing: A Scoping Review
by Tonia Gray, Michael J. A. Down, Jeff Mann, Jaydene Barnes, Marion Sturges, David Eager, Fiona Pigott, Alexandra Harper, Susan Hespos, Robyn Monro Miller and Arianne Reis
Behav. Sci. 2026, 16(1), 5; https://doi.org/10.3390/bs16010005 - 19 Dec 2025
Viewed by 1481
Abstract
According to the Australasian Society for Developmental Paediatrics, experiential learning and outdoor play contain elements of risk, bravery, uncertainty, exploration, personal challenge, and adventure. These attributes are fundamental to a child’s growth, development, and wellbeing, and yet, in contemporary society, outdoor experiences have [...] Read more.
According to the Australasian Society for Developmental Paediatrics, experiential learning and outdoor play contain elements of risk, bravery, uncertainty, exploration, personal challenge, and adventure. These attributes are fundamental to a child’s growth, development, and wellbeing, and yet, in contemporary society, outdoor experiences have significantly declined. This scoping review explores the benefits and affordances of nature-based risky play and adventure education across early childhood and adolescence, asking what developmental opportunities emerge when children and adolescents engage in meaningful outdoor challenges. Adopting a benefit–risk approach where safety is “as safe as necessary” rather than “as safe as possible,” the review identifies common elements across developmental stages. A scoping review following PRISMA-ScR guidelines synthesised empirical studies (2015–2025). Our review included 40 empirical studies from a total of 5218 references, using diverse methodologies conducted predominantly in Western nations. All 40 studies reported positive associations across multiple developmental domains. Eight key themes developed: resilience and confidence, wellbeing, physical skills, autonomy and agency, nature connectedness, quality play provision, and educator influence. Authentic child agency and autonomy functioned as critical mechanisms through which benefits are realised across early childhood and school-aged populations. Key benefits included enhanced mental health, social competence, and anxiety prevention. Implementation barriers persist, including parental anxiety, institutional liability concerns, and cultural risk aversion. Evidence overwhelmingly supports nature-based risky play and outdoor adventure education as beneficial for child and adolescent development. Translation into practice remains limited by stakeholder attitudes and systemic barriers. Future research should prioritise longitudinal studies, cross-cultural investigation, and equity-focused approaches addressing disparities in access to positive risk-taking. Full article
(This article belongs to the Special Issue Positive Youth Development Through Outdoor Recreation)
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