GAIA'S SECRET AGENTS

Research Behind the Missions · Ages 6–11

Why We Make Kids the Agents

Gaia's Secret Agents is built around a simple idea: children should not just be told about the natural world. They should investigate it, act within it and have something worth reporting back.

Evidence-informed design · Story + action + family connection

We follow new environmental-education research and use useful findings to improve how GSA missions are designed. The research does not prove that Gaia's Secret Agents itself produces a particular outcome. It does, however, give us better reasons for choosing active discovery, achievable action and family participation over another pile of worksheets.

Design principle 01

A story should lead somewhere children can act.

A 2025 study of action-based environmental storytelling ran nine workshops across seven primary schools with children aged 7–11. The workshops combined story with practical and experiential activities. Afterwards, children reported enthusiasm for further environmental learning, greater feelings of agency and intentions to take pro-environmental action.

For GSA, that reinforces a core rule: the story is not the finish line. A mission should give the child an achievable next move in the real world.

Research: Portus et al. (2025), Buzzing about bees: exploring action-based storytelling as a tool for children's environmental engagement and agency. Read the paper →
Design principle 02

Children can carry environmental learning into the family.

In the 2025 Let it Bee study, 8–9-year-old children learned about bumblebees and flowering plants through first-hand experiences, while parents were included through home assignments. Parent interviews several months later found that children had enthusiastically shared their knowledge with family, friends and neighbours, and many families had taken pollinator-friendly actions such as planting or conserving flowering plants.

That is why a GSA child is an Agent with knowledge to share, not simply the recipient of an adult lesson.

Research: Jensvoll, Bergan & Killengreen (2025), Let it Bee: children as agents of biodiversity through intergenerational learning. Read the paper →
Design principle 03

Parent–child participation matters.

A 2026 study of 1,086 fourth- to sixth-grade primary students examined pro-environmental parent–child interaction. It identified several forms of interaction, including adult guidance, doing things together, behavioural expectations and “reverse interaction” — children influencing adults. In the survey data, stronger environmental parent–child interaction was associated with stronger pro-environmental behaviour, with parental action and nature connection helping explain that relationship.

For GSA, the practical implication is not “parents supervise while children work.” It is to design small moments where families observe, decide, compare or act together — and sometimes let the child lead.

Research: Sun et al. (2026), How Families Shape “Planet Protectors”: Pro-Environmental Parent–Child Interactions Cultivate Children's Pro-Environmental Behavior. Read the paper →
Design principle 04

Participation and community connection beat awareness alone.

A 2025 systematic review of school environmental-education strategies found stronger results around integrated projects, participatory activities and school–community connections. The review also highlighted narrative approaches and activities that help students connect environmental ideas with action rather than stopping at information.

For GSA, that supports missions built around a concrete investigation and a realistic action — something a child can actually do at home, in a yard, at a park or on a family outing.

Research: Ayala Gomez & Gomez Bautista (2025), Strategies for Improvement in School Environmental Education: A Systematic Review. Read the review →

How research becomes a mission

Discover → Do → Notice → Create → Tell someone.

That sequence is a practical GSA design rule. It turns information into an investigation, gives children an achievable action, creates space for careful observation and creativity, and gives the Agent a reason to bring another person into the experience.

Discover
Do
Notice
Create
Report

Research file

Selected sources informing this page. We prioritise peer-reviewed research and substantive reviews that are relevant to primary-aged children, environmental action, family learning or mission design.

Action-based storytelling and agency

Portus, R., Williams, S.-J., Peklanska, E., Portus, R. & Walmsley, T. (2025). Environmental Education Research, 31(5), 1048–1068.

DOI 10.1080/13504622.2025.2478430

Child-to-parent intergenerational learning

Jensvoll, I., Bergan, V. & Killengreen, S. T. (2025). Environmental Education Research.

DOI 10.1080/13504622.2025.2562468

Pro-environmental parent–child interaction

Sun, H., Yin, K., Lyu, H. & Diao, J. (2026). Ecopsychology, 18(3), 341–356.

DOI 10.1177/19429347261449429

School environmental-education strategies

Ayala Gomez, X. M. & Gomez Bautista, K. V. (2025). Strategies for Improvement in School Environmental Education: A Systematic Review.

DOI 10.5281/zenodo.17298893
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