The decline in children's contact with nature across different countries and cultures has been highlighted in several studies. Even children from suburban and rural areas, who might be expected to have greater access to nature, are affected by this trend. Driven by urbanization, technological dependence, and safety concerns, it has negatively impacted the physical, emotional, and social development of younger generations. The distancing from nature has direct consequences for health, as outdoor activities are increasingly replaced by screen time, contributing to sedentary lifestyles, childhood obesity, and related illnesses. Nature also supports immune function and regulates biological rhythms, essential for healthy growth. Psychologically, nature deprivation is equally concerning, since exposure to nature reduces stress, anxiety, and irritability, while promoting emotional balance. Children and adolescents who engage with nature tend to show better concentration, creativity, and emotional stability. Its absence can worsen attention deficit and even youth depression. Furthermore, disconnection from nature weakens environmental awareness and reduces motivation to care for the planet. This emotional detachment undermines the development of active, responsible citizenship.

With the aim of raising teachers' awareness of this issue, 193 Primary Education teachers (179 female), with an average age of 51.8 years (std deviation: 7.127), teaching in schools located in the northern interior of Portugal—both in rural and small urban contexts—were surveyed. The questionnaire focused on activities carried out during their childhood, between the ages of 7 and 13. A total of 57.5% of participants stated that they frequently played at friends’ or relatives’ homes, and 81.9% reported playing outdoors, either near their home or in more distant places (40.4% frequently and 17.1% very frequently). The frequency of play in natural and semi-natural areas was also high (39.4% very frequently and 36.8% frequently). Regarding weekend activities, a high frequency of visits to natural areas was reported (around 50% considered them very frequent). Activities such as watching television were described as frequent (37.3%) or infrequent (36.8%). Going to shows was reported as infrequent (47.7%) or not frequent at all (31.2%), as were visits to shopping centres (39.4% infrequent and 52.8% not frequent). The use of technological devices was very infrequent (92.2%). In terms of nature-related activities, over 70% of respondents indicated that actions such as picking wild fruits, climbing trees, and taking walks in natural areas were frequent or very frequent. These results highlight the contrast between teachers’ childhood experiences and the current reality of children’s lives, underlining the importance of teachers promoting contact with nature. Outdoor lessons and the integration of natural environments into the curriculum are crucial. Activities such as school gardens, guided nature walks, and the exploration of local ecosystems foster engagement with the environment. Interdisciplinary projects on sustainability and biodiversity strengthen environmental awareness. Observing local fauna and flora can also be included. Furthermore, creating opportunities for free play in natural settings is essential to nurture autonomy and emotional connection with the natural world. These steps are vital to reconnect children with nature and support their holistic development.

Keywords: Nature-Deficit, Child Development, Environmental Education, Teacher Involvement.