The global COVID-19 public health crisis has driven policies of lockdowns and social distancing that have had negative social and economic impacts, worsening inequalities and social exclusions, and mixed environmental impacts. This study engaged children from schools with diverse environmental pedagogies in online focus groups about nature and their experiences with nature during the pandemic. Participants expressed fear of the unknown virus, sadness from isolation, longing for family and friends, and yearning for the freedom to enjoy the outside world. They revealed knowledge of both positive and negative impacts of lockdowns on the environment. Their experiences with nature demonstrate how environmental injustice affects the lives of children from public schools in urban contexts, especially those from lower socioeconomic backgrounds, who reported less contact with nature during the lockdown. As a group, children are aware and very critical of intergenerational environmental injustice and argue for the need for adults to act.