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Te Modern Family Education & Schooling Nature matters
Bringing the outdoors into the classroom could be the key to better learning and resilient futures. Where should we begin? Words: Katie Sipp-Hurley
F
rom mobile phone bans in classrooms to new national curriculum reforms, there’s much debate about what’s
best for children’s education. But some experts think we might be overlooking something simple, essential and right in front of us — the natural world. In Cornwall, the Eden Project
— a global garden and educational charity whose site includes two vast biomes filled with thousands of plants — champions this approach. Te Eden Project believes that nature should be embedded into every aspect of the curriculum, not only for the physical benefits of getting outside, but because of how fundamental it is for developing problem-solving skills, easing stress, building empathy, improving social skills and fostering resilience. Emma Tolley, the organisation’s
outreach projects manager, works with the Eden Project’s nursery, Little Eden. Trough the Nature Connections programme here, she’s noticed that children’s behaviour changes completely when they engage in nature-based activities. “When they’re outside, they’re so focused — it’s multi-sensory and exploratory.
Tere are no arguments, they’re so engaged it just doesn’t happen.” She’s also found that children have
a better understanding and respect for boundaries in these spaces. “Rather than run away, as they get more confident in the space they explore it, respecting others’ turns in different areas and waiting (almost) patiently for their own.”
Laying the foundation It’s not just the feeling of being outside, playing and learning in nature, it’s about discovering — and embodying — interrelatedness. “Te children are much more observant in those spaces,” says Sam Kendall, head of education at the Eden Project. “Tere’s a sense that you’re developing their eye, getting them attuned — and from that you can layer in changes over time.” Tis first layer of understanding
and appreciation for nature shapes an underlying framework for students’ behaviour and perspective. Tey learn new vocabulary and new ways of thinking and problem-solving that they can apply elsewhere. To Sam, it’s about giving them “the ability to navigate a wonky world with skill and resilience.”
How to put it into practice For the Eden Project team, it’s not just about popping outside for break or PE — or even one afternoon per week in forest school. Sam suggests getting children outside at any opportunity possible: “Te sticks, the leaves, the grass cuttings, the fence — integrate that into your teaching so that you are learning in more multi-sensory ways and creating that connection with place and nature.”
Growing young minds But of course, this approach is not just relevant for younger children. It’s also especially pertinent during secondary school years, when learners often feel disenchanted and disempowered by traditional measures of academic success. In 2024, Lichfield Cathedral School
in Staffordshire (for students aged two to 18) rewrote its curriculum to embed outdoor learning and cross- curricular links into the natural environment. With the new Growing Minds programme, it quickly found that pupils returned to the classroom more focused, more collaborative and more engaged. “It’s not just a wellbeing boost, it’s a catalyst for deeper learning,” says headteacher Sue Hannam. By extending curriculum time into
horticulture and biodiversity, Sue says they’re not just teaching children about nature, they’re empowering them to nurture it. “When pupils grow food, restore habitats and engage with ecosystems first-hand, they begin to see themselves as active participants in the world, not just observers. Tis shift is profound — for their learning, their wellbeing and their sense of purpose.”
Helping to create future-ready learners
Promotional Content • Saturday 30th August 2025
OUTREACH PROJECTS MANAGER EMMA TOLLEY AT LITTLE EDEN/ROB DONALD
LEARNING OUTSIDE OFFERS NEW PERSPECTIVE/GETTY
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