In response to the recent movement documenting the growing disconnect of children and nature, the U.S. House of Representatives is expected to vote on the No Child Left Inside Act of 2008 (H. R. 3036) this month. The bill, introduced by Representative John Sarbanes, extends the National Environmental Education Act through fiscal year 2009 and funds it at $14 million. In addition, the bill authorizes the creation of a national capacity competitive grants program to be administered by the Secretary of Education, for innovative environmental education programs in state and local education agencies or nonprofits. The Senate companion bill, S. 1981, has not seen any action since it was introduced by Senator Jack Reed in July 2007.

The genesis of the No Child Left Inside movement was the groundbreaking work of Richard Louv, who authored the book Last Child in the Woods in 2005. The book cast a spotlight on an entire generation of children who are raised with little connection to the outdoors?a phenomenon Louv termed "nature deficit disorder." With the growing popularity of video games, nature programs on the television, structured playgroups or sports programs and with the fear of simply allowing a child to explore outdoors unsupervised, increased cases of childhood obesity, hyperactivity and depression are being witnessed.

In his book Louv observed: "Nature-deficit disorder is not an official diagnosis but a way of viewing the problem, and describes the human costs of alienation from nature, among them: diminished use of the senses, attention difficulties, and higher rates of physical and emotional illnesses. The disorder can be detected in individuals, families, and communities."

Environmental educators blame the No Child Left Behind Act (NCLB) of 2001 for increasing the environmental literacy gap. The standards-based education model of NCLB that emphasizes the core subjects of math and language arts in the K-12 classroom has resulted in a significant reduction in science and social studies classes in which environmental education typically is integrated. Teachers are discouraged from providing field-based experiences that might take away instructional time from tested subjects. Louv and others in the Children and Nature Network advocate for school-based as well as independent nature-based curriculum to encourage a greater student connection with the outdoors.

The No Child Left Inside Act would amend the National Environmental Education Act by requiring states to have peer-reviewed environmental literacy plans that define how environmental literacy will be achieved and measure before states are eligible to receive grants. Particular emphasis is placed on improved training and curricula for educators to implement in the classroom. In addition to the $14 million base authorization for the National Environmental Education program in fiscal year 2009, the legislation would create a new competitive grant program for achieving standards, developing and disseminating innovative programs, and increasing the number of environmental education teachers.

A specific date for House consideration has not yet been set, and with only three weeks remaining on the legislative calendar, direct action by the Senate is in question. (jas)