Alienation from nature and nature deficit disorder: why children need the great outdoors

Children today spend more time with digital devices than exploring their environment. For many, smartphones, tablets and laptops are part of everyday life even at primary school age – not as occasional entertainment, but as a central part of life. Between screens, school stress and safety concerns, the wild is little more than a background image on the lock screen or a backdrop in a video game for many adolescents. Spending time in nature is no longer a matter of course, but an event – organised, accompanied and rarely spontaneous.

At the same time, the number of children who feel uncomfortable in forests, no longer enter natural terrain without fear or even find insects ‘disgusting’ is growing. This is not about personal preferences, but about a deeper, collective change: what used to be part of everyday life – climbing trees, playing in the mud, exploring ponds – has become alien to many children today. Parents want to protect their children, schools prioritise screen skills, and media offerings are shifting experiences into the virtual world.

But what happens when nature is no longer experienced directly, but only simulated? When knowledge about animals comes from educational apps, but never from observing a real bird in the branches? When a child can draw leaves better than they can feel them? When the term ‘wilderness’ only appears in film titles?

Nature Deficit Disorder – what it's about:

• how the nature deficit disorder not only manifests itself in the health of our children – for example, through a lack of exercise, mental overload or a weaker immune system

• how our culture is literally losing nature in our language. When the vocabulary for what is outside disappears, thinking about nature also loses its depth. What is no longer named will eventually no longer be noticed. And what is no longer noticed will no longer be protected.

Lack of nature: how do children experience nature today – or do they no longer experience it at all?

A child who prefers to stay inside because ‘that's where the sockets are’ – Richard Louv cites precisely this example in his book Last Child in the Woods. It is more than just an anecdote. It is a cultural symptom: the digital is not only replacing the analogue – it is increasingly displacing the natural.

Even at primary school age, many children are adept at using tablets, understand the logic of touchscreens better than that of trees, and experience forests only through YouTube videos or as a fairytale backdrop in digital games. The world outside becomes alien, abstract, sometimes even frightening. The result? A retreat into the safe, predictable world inside – into rooms that respond to the push of a button and don't pinch, bite or squish.

The World Health Organization is sounding the alarm: lack of exercise, obesity, concentration problems and sensory overload are increasing dramatically. Children who are rarely outside do not get to know their bodies in interaction with their environment. Wind, temperature, light conditions, uneven ground – all of these help to develop coordination, resilience and self-awareness. Those who play outside face micro-challenges: How do I get over there? Where am I safe? What is that animal doing?

But if all of this is missing, a limited range of experiences develops. Balance is practised in gymnasiums, but not in closed spaces. We seek adventure in series, but not in the undergrowth. Our self-image develops on the basis of avatars – not by feeling our own hands in the mud. The living space of childhood is shrinking to four walls and a WLAN signal – with measurable consequences for body, psyche and world view.

Why is nature becoming alien to us? The linguistic trace of the lost connection to nature

The cultural alienation from nature is not just a feeling – it can be empirically proven. In a large-scale analysis, Selin and Pelin Kesebir (2017) examined the use of nature-related terms in over 5,000 novels, tens of thousands of film scripts and almost 6,000 song lyrics. They analysed the frequency of words such as ‘forest’, ‘lark’ or ‘birch’ over several decades. The result: from the 1950s onwards, the use of such terms slowly declined. But from the mid-2000s – precisely the phase in which smartphones and social media found their way into our everyday lives – the curve fell sharply.

This parallel is disturbing. As the physical world increasingly disappears from the reality of many children's lives, it also fades from our language. And with language, the concept is lost – if it is no longer said, it will eventually no longer be thought. This is more than a linguistic effect; it is a holistic perspective. It is a cultural forgetting that continues for generations.

When children no longer know the words for different types of birds because they no longer appear in stories, songs and games, they not only lose knowledge – they also lose emotional connection. A skylark that is no longer experienced as a word or a song has no chance of being loved. And what is not loved will not be defended.

The less nature is present in language, the less attention it gets – in family conversations, in classrooms, in political discussions. The alienation begins not only in behaviour, but deep within the way we speak and think. When the wildness of language disappears, it loses its place in collective memory. This is not an individual shortcoming, but a cultural problem – with long-term consequences for environmental behaviour, empathy and worldview.

What makes experiences in nature so valuable for development?

A child walking barefoot on a forest floor feels grounded. It experiences a direct connection to the world – not mediated by a screen, but directly through the skin, through the weight of its own body, through smells, sounds, unpredictability. This encounter with the wild is not merely romantic. It is a realm of experience in which children learn what aliveness feels like.

Experiences like these foster resilience, creativity and self-confidence. They challenge without overwhelming. They expose children to uncertainty – for example, when the ground is slippery or an insect unexpectedly lands on their arm – and at the same time give them tools to overcome that uncertainty. This is how real strength is developed: not through a resilience-promoting programme, but through experience.

Studies show that children who regularly play outside are emotionally more stable, less likely to suffer from hyperactivity and have a higher frustration tolerance. Being close to nature promotes social skills, not only because children have to interact with each other, but also because they perceive themselves as part of a larger whole. The knowledge that you have to be considerate of other creatures – whether it's a tadpole or a fungus – is transferred to interpersonal behaviour.

Saving a tadpole or staying outside when it's raining not only gives you a sense of nature, but also of self-efficacy. The message is: ‘I can make a difference, I am competent, I belong here.’ For children living in urban environments in particular, this can be a formative experience that goes far beyond the nature experience.

Forest kindergartens, wilderness schools, nature education and forest bathing start right here. They don't offer a simulation of nature, but real encounters – with mud, darkness, silence and wind. It is not about nostalgia, but about a basic biological need: to feel oneself as a living being among other living beings. This is precisely what gives children a sense of belonging – and lays the foundation for mental health and a sense of ecological responsibility.

How does nature deficit disorder affect the health of children who are far removed from nature?

The term nature deficit disorder describes a phenomenon that deeply affects our everyday logic. Louv not only describes a lack of excursions, but a collective weaning from life in balance with the environment. What was once intuitively part of childhood – playing outside, moving freely, feeling the weather on one's own body – is now often occupied by rules, appointments or even fear.

Children who do not regularly spend time in nature not only lose motor skills. They lose a sense of naturalness. They experience nature as alien, uncontrollable or even hostile. They learn: I don't know my way around out here. I don't know what's crawling around. I am afraid of the unknown. This insecurity remains. Adults who have never been in a forest or spent a night under the open sky feel less comfortable in natural spaces later on. Nature becomes the exception rather than the environment.

At the same time, something is lost that can hardly be replaced: experiences in nature structure our nervous system. They help with stress regulation, strengthen the immune system, promote fine motor skills, patience and concentration. Research shows that simply looking at trees or spending time in a park can measurably lower blood pressure and improve mood. This so-called ‘green dose’ has a therapeutic effect, regardless of age, background or social status.

Recent studies show that those who have intensive experiences with nature at a young age develop a stronger environmental awareness later on, show more empathy and are better able to deal with frustration. The nature deficit disorder is therefore not just an individual problem. It is a societal indicator of how far a culture has distanced itself from its ecological basis. And the earlier this contact breaks down, the more difficult it is to make up for it in adulthood.

How can families in the digital world promote the connection to nature of children and young people who are distant from nature?

What can you do? Start with the easy stuff. Experiencing nature doesn't have to involve weekend trips to remote forests – it often starts right on your doorstep. A picnic in the park. A walk through the city forest. The first rain dance together in the meadow. Much of what seems ‘special’ today used to be part of everyday life.

Make a point of involving your children in such little rituals. Let them run barefoot when the conditions allow it. Invite them to smell a tree, collect leaves, watch animals. Encourage wonder – it is the beginning of every connection. Sensory experiences such as touching tree bark or listening to birdsong create emotional anchors and strengthen one's own perception.

There are many opportunities for reconnection in everyday life: plants on the windowsill, gardening together in the courtyard, a window seat with a view of greenery, or a bedtime story about animals and the seasons. The integration of natural environments does not have to be spectacular – it just has to be continuous and holistic.

Support institutions that combine knowledge transfer with real experiences. Forest-related education projects, renaturation, wilderness education or environmental education offer children spaces for experiences beyond school evaluations. They encourage discovery, asking questions, experimenting with wind, water and time.

What is important here is not only the approach, but also the attitude: show your children that people and nature are not opposites, but part of the same cycle. Those who not only have nature explained to them, but are allowed to experience it, will not only understand it – they will feel like a part of the whole. And that is precisely where change begins: not in big concepts, but in small experiences.

How can we achieve a sustainable return to nature – in our daily lives and in education?

The nature deficit disorder is not an individual failing. It is a silent cultural change that is reflected in images, languages, educational practices and city maps. It is not only evident in the number of children who do not know what a skylark is – but also in the matter-of-factness with which we seal spaces, reduce green spaces and replace real experiences with screens.

But the path back to vitality is open. It doesn't start with finger-pointing, but with decisions – everyday, concrete and encouraging. Every window that is opened, every hand in the mud, every hour without a screen is a step back to connection with nature. It is these small actions that shape attitudes in the long term – in children as well as in adults.

If we teach our children not only to talk about nature, but also to experience living with it, then we are not just giving them ecological knowledge. We are giving them emotional grounding, physical resilience and an intuitive sense of belonging. Not as users, but as co-inhabitants of this world.

Those who play outside are more likely to take responsibility later on – for trees, for animals, for the climate. Those who have experienced nature also recognise it in the rushing of their own nerve pathways. And who knows – maybe they will not only protect it, but also rediscover a sense of belonging in nature. Not out of fear, but out of affection.

Glossary: Important terms from the article

Nature deficit disorder – Refers to the negative effects of a lack of contact with nature, especially in children. The term was coined by author Richard Louv.

Alienation from nature – The loss of emotional, linguistic or cultural connection to nature. It affects not only individuals, but also collective imaginations.

Wilderness – Originally, nature that is not cultivated or controlled. In the article, it symbolises the unplanned, spontaneous and sensual aspects of the experience of nature.

Connection with nature – The emotional and cognitive state of feeling part of nature. It can be strengthened by regular experiences in nature.

Forest kindergarten – A form of early childhood education in which children spend most of their day outdoors, usually in the forest.

Nature-based education – An educational concept that works with and in nature to impart knowledge, attitudes and skills.

Wilderness education – A form of nature-based education with a focus on survival techniques, nature observation and self-awareness in the wilderness.

Knowledge transfer – The transfer of knowledge, in the context of the text usually in the sense of ecological education through experience.

Resilience – Mental resilience. It can be strengthened by contact with nature.

Renaturation – The restoration of natural habitats, e.g. of river courses or forests.

FAQ: Frequently asked questions about nature deficit disorder and the digital society

How is childhood changing in a world where experiencing nature is becoming the exception? What questions should we ask ourselves in a digital society when it comes to education, health and emotional development? This FAQ highlights key aspects of nature deficit disorder – concisely, reflectively and with fresh perspectives.

What is nature alienation and how does it affect children and young people?

Nature alienation refers to the process by which people, especially children and young people, lose contact with nature. This can be caused by growing up in heavily urbanised areas, spending more time in closed rooms or being distracted by digital devices. This alienation has negative effects on children's physical and mental health, as they have fewer opportunities to gain experience in nature and strengthen their connection to nature.

What is nature deficit disorder and what are its symptoms?

Nature deficit disorder, a term coined by Richard Louv, describes the negative effects on children of a lack of experience in nature. Symptoms include obesity, lack of exercise, concentration difficulties and an increased risk of mental illness. Children suffering from this disorder often have difficulty developing a positive relationship with natureand often develop an alienation from nature.

Why is wilderness important for the development of children and young people?

The wilderness offers children a valuable environment in which to play, learn and grow. Here they can sharpen their senses, strengthen their connection to nature and develop important social skills. Through interaction with the wilderness, they learn to appreciate the environment and take responsibility for the health of children and the habitat. These experiences promote resilience and general well-being.

What is the aim of environmental education, nature education and wilderness education?

These three concepts all work with the realm of experience that is nature – but with different objectives. Environmental education imparts ecological knowledge and sustainable thinking. Nature education strengthens the bond with the natural environment through emotional experience. Finally, wilderness education expands this to include original encounters, training in perception and mindfulness.

What does contact with nature mean for children's emotional health?

Children not only need knowledge, but also inner security. Contact with nature measurably lowers stress hormones, stabilises emotions and strengthens self-esteem. In a world of constant evaluation and sensory overload, experiencing nature is an emotional counterweight – a space of experience in which children can simply be.

How do you recognise whether a child is connected to nature – and why does it matter?

Numerous scales such as the Nature Relatedness Scale provide scientific orientation. But behavioural characteristics are more important: does a child enjoy encounters with nature? Does it remain curious outside? Does it voluntarily seek contact with living things? Such signs often say more than measured values. Does it know the names of animal species, trees and flowers?

What can nature do that screen worlds can't?

Nature offers immediacy. It calms the autonomic nervous system, increases the ability to concentrate and promotes social maturity. Unlike digital media, it has a decelerating effect, strengthens self-awareness – and invites children to feel part of the whole again.

What is the point of aimless wandering – especially in a digitally clocked world?

Particularly at a time when almost every minute is planned, aimless wandering seems like a counter-concept. It strengthens initiative, creativity and the ability to use boredom productively. Nature is not consumed in this way – it is experienced, felt, discovered.

Why do we need nature – precisely because we live digitally?

The more artificial our everyday lives become, the more precious the real thing becomes. Nature is not just about rest and relaxation – it is a mirror for connectedness, uncontrollability and sensuality. In the digital society, it offers what many people lack: a place where we don't have to achieve anything to feel that we belong. Because it offers what screens cannot: real encounters with living things. Nature enables experiences that cannot be planned, but are characterised by stillness, sensuality and movement. In a digital society in which much is controlled and pre-filtered, nature offers spontaneity, grounding and emotional relief.