Translating children’s environmental health science using virtual environments: A community-based participatory research approach

Hatfield, Haley (former Grady Ph.D. student), Mutic, A., Barnes, M., Smith, G., & Sun Joo (Grace) Ahn (in press). “Translating children’s environmental health science using virtual environments: A community-based participatory research approach.” Environmental Justice. Abstract: Environmental justice remains a critical issue in the United States, particularly in regions in the Southeast, where underserved and under-resourced communities continue to endure a disproportionate burden of environmental hazards due to systemic inequities. Addressing these disparities requires fostering community-driven partnerships that empower local stakeholders and catalyze meaningful change. This article presents a case study and takeaways of collaborative research efforts between academic institutions and community stakeholders in Georgia, specifically focusing on translating children’s environmental health (CEH) research through virtual environments. The Center for Children’s Health Assessment, Research Translation, and Combating Environmental Racism brings together Emory University, the University of Georgia, Spelman College, and the Center for Black Women’s Wellness to develop effective strategies to translate research findings on CEH to stakeholders in the community, academia, and healthcare. This case study draws upon our experience of leveraging cutting-edge digital technologies, including virtual reality and video games, to integrate experiential learning across all ages and enhance policymakers’ understanding of environmental justice impacts through translational strategies. This article examines the successes and challenges in bridging the gap between scientific knowledge and grassroots action. We offer insights into the broader implications of community-driven partnerships for promoting environmental sustainability and social justice.