In this article we explore a number of issues arising from the papers in this special issue of "Environmental Education Research." The papers focus on current examples of childhood environment research in the UK together with research reviews from the UK, the US and Australia. In order to provide a framework for considering and contextualizing this research we explore conceptions of childhood and the field of childhood environment research. Reduced opportunities for children's outdoor environmental experience and resulting concerns for children's well-being are recurring themes in this research field. We also discuss themes that emerge from our review of the research reported in this special issue, including issues around the engagement of children as environmental stakeholders and their engagement in environmental learning. The article ends with reflections on childhood environment research methodologies and an argument for developing participatory research with children. The concept of "restorative" environmental justice is suggested as a future focus for childhood environment research.