VIEWS & OPINION Time to think outside the (classroom) box to tackle


fundamental challenges in UK education system Comment by ELAINE SKATES, Head of Learning and Skills at Heart of England Forest


The global pandemic has been a powerful reminder to us all of the benefits of spending time in nature and, at an educational level, has shown us that outdoor learning can be a safe and effective way to provide different learning experiences for pupils beyond the traditional classroom setting. Instead of returning to ‘teaching as usual’ we should use the momentum created around outdoor learning in recent years to push for it to become an integral part of the education system in this country (as it is successfully in many others) from primary school to college.


In order to make this happen, education leaders will need to ensure their teaching staff are confident with methods for outdoor learning, that the outdoor learning programmes they engage with are aligned to their school’s attainment targets and development plan objectives. Only then will it be possible to ensure that every pupil is able to take advantage of the opportunity presented by outdoor learning to grow both academically and personally.


Taking lessons from elsewhere


Despite an increased interest in the topic in recent years, in the UK outdoor learning is generally not yet perceived to be a vital part of the education system, for a number of reasons. It is often viewed as a one- off, extra-curricular activity for students, generally used as an opportunity to teach them purely about nature rather than linking it with the core curriculum, and this make it difficult for schools to make the case for pupils spending time away from their desks. Even dedicated outdoor learning experiences for young people, including Duke of Edinburgh, adventurous activity residentials are treated as separate to classroom learning and not an extension of the formal education system. This means that, while still undoubtedly valuable, their impact is likely to be limited or more short term.


There is much inspiration to be taken from Norway and other Scandinavian countries for best practice in outdoor learning – the Scandinavian concept of udeskole (meaning “outdoor school”) targets children ages 7-16 and is characterised by compulsory educational activities outside of school on a regular basis. The outdoors is a huge part of everyday life in Scandinavia and for people raised in these countries, it comes naturally for them to learn outdoors but, more importantly, it’s also seen as a valuable teaching method. Closer to home, Scotland has started to increase its focus on training teachers in outdoor learning. Following the introduction of their Learning for Sustainability in education ethos, the Scottish Government Outdoor learning is now described as an expectation for all children in Scotland’s educational system. However, progress is likely to be limited without more sustained investment.


Why does it matter?


There is strong evidence that outdoor learning helps students to form a connection with nature from a young age, can help with behaviours and even boost academic performance . As Head of Learning and Skills at a conservation charity, as well as in my previous role as Chief Executive at the Council for Learning Outside the Classroom, I have seen first-hand the transformative nature of school programmes for young people given access to opportunities to learn, explore and discover in an outdoor setting. Not just in the way they appreciate and value the natural world, but in their more positive approach to learning, to interacting with each other and to developing greater personal resilience and problem-solving skills.


Ofsted’s current focus on quality of education has resulted in many schools valuing the potential of outdoor learning in delivering a broad


January 2022 Change takes time


To have a long-term impact for young people, outdoor learning has to become part of a continuous and progressive programme of experiences outside the classroom in all schools. While we may be a long way from achieving this right now, it’s vital that we take urgent steps to look at ways to change habits and mindsets around learning, rather than thinking of it as something contained to within the classroom. The pandemic has presented some enormous challenges to the education system in this country, which have demonstrated the incredible resilience and adaptability of our teachers, education leaders and students. This adaptability should now be harnessed to drive forward the case for outdoor learning and ensure that all young people have the chance to benefit from time spent exploring in nature.


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and rich curriculum. But, until more evidence emerges around the long- term academic benefits and outcomes of continuous and progressive outdoor learning programmes, and with budgets in the education system tighter than ever, many schools still struggle to justify allocating money to this type of educational activity.


A bespoke approach


At the Heart of England Forest, we’ve been trying to address some of these barriers to outdoor learning within our local community by working individually with schools and education leaders to develop tailored outdoor learning programmes within the Forest that are focused on long term impact and not just one-off sessions outside. Crucially, the programmes help to deliver against each school’s specific school development plan objectives and national curriculum attainment targets and are designed to enhance learning both in and out of the classroom. We enable teaching of the full curriculum in an outdoor environment, including core subjects such as maths, history, and science, and one of our key learnings from working closely with schools is that many teachers themselves struggle with the confidence to teach in a way that maximises the benefits for pupils of an outdoor setting. Even the most recent cohort of freshly trained teachers in the UK are unlikely to have experienced more than a handful of days of outdoor learning themselves as students and, with no compulsory training in place for teachers in this area, we believe the techniques and practices required for outdoor learning should be made a core part of all new teacher training placements, making it standard practice for schools in the UK. This will of course require significant investment from the Government to ensure the next generation of teachers are empowered with the skills and confidence to become outdoor learning advocates.


Outdoor learning starts at home


Parents are another critical element in creating momentum for the outdoor learning movement, and they have an important role to play in championing the value of outdoor learning and encouraging schools to adopt these practices where possible. In our experience parents, like schools, are often divided into those who embrace outdoor learning and those who don’t, and this is often down to their own experiences and personal connections (or lack of) with nature. We’re all familiar with the concept of ‘nature deficit’ and the inequalities created by a lack of access to nature in young people, and this isn’t a problem that can be solved easily or by one organisation. One way we are working to address it within our local area is by running projects in the Forest designed to enable families from different backgrounds and communities to take part in family camping taster sessions, providing all the equipment and support they need to enjoy a night under canvas and quality time together outside. We believe that this will start to generate a greater bond between families and nature and, in turn, gain more of an acceptance and understanding of the benefits of outdoor learning.


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