Socioeconomic status—and not urban or rural living—likely to shape your child's connection to nature: Study

Imagine two children: one growing up in a bustling urban environment, surrounded by towering buildings, crowded streets and the constant glow of artificial lights; the other living in a rural setting, where the day begins with the chirping of birds and playtime unfolds in the green spaces just outside home. It seems intuitive to assume that the child in the countryside would naturally have a stronger connection with nature. However, this assumption might not hold up under scrutiny.

In a study conducted by researchers at Sweden’s Lund University and published in People and Nature, it has been revealed that a child's connection to nature is less about whether they live in a city or the countryside, and more about the socioeconomic conditions they grow up in.

The study challenges the common belief that rural upbringing automatically fosters a deeper bond with nature.

Urbanisation has long sparked concerns about a growing disconnect from the natural world, with less outdoor engagement being linked to poorer health outcomes. This makes the question of how to nurture or rekindle our connection to nature increasingly relevant, especially for children. After all, it’s during childhood that our foundational relationships with the environment are established.

To delve into how urban and rural children relate to nature, and whether this connection is influenced by socioeconomic factors, the researchers undertook a detailed study.

Surprisingly, they found that a child’s relationship with nature is not dictated by their geographic location. Instead, factors like income and education levels emerged as key determinants.

For instance, children from areas with higher education levels showed better species knowledge, which correlated with more positive attitudes toward wildlife.

Moreover, children from wealthier backgrounds were more likely to engage in nature-based activities, enhancing their connection to the environment. This pattern held true regardless of whether they lived in urban or rural settings.

The study also revealed significant variations between schools, indicating the crucial role that educators and schools play in shaping children's relationships with nature. Adults, including teachers and parents, bear considerable responsibility as role models, influencing how children perceive and engage with the natural world.

However, it’s worth noting that the study was conducted in Malmö, Sweden's third-largest city with a population of 3,50,000. This very fact raises intriguing questions about how the findings might differ in much larger cities, where access to natural environments could be even more challenging.