Political polarization in the United States has made many environmental issues strongly partisan, with Democrats largely receptive to environmental messaging and Republicans commonly pitted against it. This phenomenon may have meaningful implications for how environmental education is conducted for people from different sociopolitical contexts. We explored whether certain pedagogical approaches to single-day environmental education field trip programs were linked to better or worse outcomes for early adolescent youth (ages 10-14) from different sociopolitical contexts: majority Republican, majority Democrat, or mixed (roughly even). All observed effect sizes were small with one exception. Play-based pedagogies tended to yield less positive outcomes for students from Republican majority contexts than others, with a medium effect size. The findings suggest that some traditional approaches to play, such as role-playing as animals or pretending to be water droplets, may feel incongruent with the social identities of students from largely Republican communities.