The Nature Experience in School-Age Educare: In Pursuit of Nature Connectedness doctoral dissertation investigates how nature connectedness can be pursued in the context of Swedish school-age educare. The research project has emerged from a growing body of literature emphasizing concern about the reduced childhood experience of nature and its potential impact on childhood nature connectedness. The overarching research question guiding the dissertation is: How can nature connectedness be pursued in the context of school-age education? The study builds on a convergent parallel mixed-methods design comprising four interconnected sub-studies. Sub-study A maps children's access to nearby nature through a spatial analysis of public school-age educare centers in Malmö, Sweden. Sub-study B explores how nature connectedness can be measured in children using validated psychometric tools. Sub-study C investigates children's lived experiences during a year-long Nature Experience for Nature Connectedness intervention, and Sub-study D analyzes teachers' perspectives on the potential of the Educational Practices arena of school-age educators to support nature connectedness through everyday educational practice.

Together, the sub-studies provide an integrated view of spatial, experiential, and professional dimensions that influence the pursuit of nature connectedness in educational practice. The dissertation concludes that pursuing nature connectedness in this context holds great potential, yet also requires deliberate and reflective educational practice work, structural strategy-level commitment, and progressive plans for the future. When all this aligns, school-age education can serve as a vital and transformative arena for pursuing children's nature connectedness.