C4
Tracks
Track 3 | Shaping the Future of Wellbeing
| Friday, February 13, 2026 |
| 3:30 PM - 4:00 PM |
| Meeting Place 3 & 4 |
Overview
Nature-Based Support for Adolescent Wellbeing
(30 min PRES) Robyn Campbell
Speaker
Ms Robyn Campbell
Phd Candidate
Monash University
Nature-Based Support for Adolescent Wellbeing
3:30 PM - 4:00 PMSubmission/ Abstract
In a world saturated by screens, overstimulation, and constant demands, adolescents are experiencing unprecedented levels of anxiety, stress, and mental health challenges. Nature-based interventions offer an evidence-informed way to counteract this overload, providing calm, grounding, and psychological restoration through purposeful connection with the natural world.
This session offers a practical and reflective introduction to nature-based interventions for adolescent mental health, designed specifically for education and developmental psychologists. Drawing from current doctoral research, the session explores how green, outdoor, and nature-connected practices can support stress reduction, emotional regulation, and developmental wellbeing.
Participants will engage in experiential activities that demonstrate simple nature-based strategies such as grounding, mindful observation, and reflective journaling. These practices will be connected to key theoretical foundations, including the Biophilia Hypothesis, Attention Restoration Theory, and Stress Reduction Theory.
The session will also address the relevance of these approaches within educational and clinical contexts, with a focus on accessibility for neurodivergent young people and those experiencing psychological distress.
In addition to hands-on learning, attendees will consider how nature-based approaches might be implemented in their own settings, even in low-resource or urban environments. No prior experience is required, just an openness to slow down, engage the senses, and shift from busyness to stillness.
This session offers a practical and reflective introduction to nature-based interventions for adolescent mental health, designed specifically for education and developmental psychologists. Drawing from current doctoral research, the session explores how green, outdoor, and nature-connected practices can support stress reduction, emotional regulation, and developmental wellbeing.
Participants will engage in experiential activities that demonstrate simple nature-based strategies such as grounding, mindful observation, and reflective journaling. These practices will be connected to key theoretical foundations, including the Biophilia Hypothesis, Attention Restoration Theory, and Stress Reduction Theory.
The session will also address the relevance of these approaches within educational and clinical contexts, with a focus on accessibility for neurodivergent young people and those experiencing psychological distress.
In addition to hands-on learning, attendees will consider how nature-based approaches might be implemented in their own settings, even in low-resource or urban environments. No prior experience is required, just an openness to slow down, engage the senses, and shift from busyness to stillness.
Learning outcomes
By the end of this session, participants aim to:
- Identify core theoretical foundations (e.g., Attention Restoration Theory, Biophilia Hypothesis) underpinning nature-based interventions for adolescent mental health.
- Experience and evaluate simple, practical nature-connected strategies that can be applied in educational or clinical practice to support mental health and wellbeing.
- Reflect on how nature-based approaches can be adapted and implemented across varied school and therapeutic contexts.
- Identify core theoretical foundations (e.g., Attention Restoration Theory, Biophilia Hypothesis) underpinning nature-based interventions for adolescent mental health.
- Experience and evaluate simple, practical nature-connected strategies that can be applied in educational or clinical practice to support mental health and wellbeing.
- Reflect on how nature-based approaches can be adapted and implemented across varied school and therapeutic contexts.
.....
Robyn Campbell BPsychSci(Hons), M.Ed & Dev. Psych/PhD (Cand.) is an emerging psychological researcher specialising in child and adolescent wellbeing. With more than 20 years’ experience supporting people with disability, neurodevelopmental differences, and mental health challenges, Robyn combines lived experience, academic research, and hands-on, evidence-based approaches to nature-based psychological interventions. Currently completing her PhD at Monash University, she is investigating the effectiveness of nature-based interventions to support adolescent mental health and wellbeing. Robyn aims to influence therapeutic practice and education policy to help young people thrive, emotionally, socially, and psychologically, in a fast-changing world.
