FEATURE FOCUS: OUTDOOR LEARNING
acute consequences of climate change and – with any luck – very well may be the generation to fix it.
More than that, connecting students with nature throughout the education process has been proven to reap massive benefits on their mental and physical health, improve engagement and productivity, and instill a greater sense of environmental responsibility.
Recent DEFRA research finds that playing and learning in an outdoor environment leads to increased mental health by boosting mood, confidence, and self-esteem in young people- ultimately contributing to a happy and healthy childhood.
The impact of being outdoors is so stark that a recent study from Exeter University found spending time playing adventurously outside actually reduces the risk of children developing anxiety and depression. This is vital insight given mental health issues in young people is such a big issue, with the chances of them developing a mental health issue increasing by 50 percent over the last four years.
These insights should come as no surprise. Every one of us has felt the benefits of time outside on our stress levels, creativity levels and mood. Even sitting near a window or opening a window to let in a breeze has been proven to improve mental health. As educators, we need to take this research seriously and build nature into the day-to-day routine far more than is currently the case.
There is also the simple fact that interacting with nature means more movement and physical activity. By getting children outside and spending time with nature, we are ultimately encouraging them to run, roll, climb and explore their way into a more active lifestyle.
Connecting children to nature also improves students’ engagement with schoolwork - a vital factor in academic success. It is common knowledge amongst teachers that children are far more interested and engaged following an outdoor lesson. In fact, it is one of the most cost-effective means of boosting enthusiasm. US researchers at the University of Illinois carried out an experiment into this “nature effect”, finding teachers could teach uninterrupted for almost twice as long in an indoor lesson if the prior lesson had been conducted outdoors. Most importantly, only by spending time in natural environments can children learn to
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truly value them. Research from the University of British Columbia suggests that those who positively engage with nature as a child are far more likely to value the environment as an adult and strive to protect it. As a climate crisis looms, it feels more important than ever to foster a pro environmental attitude in today’s youth. There are myriad ways for schools to bring children close to nature. One is regular field trips; be it a trip to the local park, a guided nature trail or a cave visit. Being out in the elements shows children just how connected everything is and brings to life the things they are learning about in a way impossible to replicate in the classroom. I know from experience the satisfaction of seeing students’ excitement stumbling upon a group of highland ponies on a geography field trip, particularly when the primary focus of the trip was mapping river courses.
Another vital tool is hosting one lesson a day outdoors in summer months, which can be hosted in specifically designed outdoor classrooms or a local greenspace. All aged students benefit from being outside and are far more likely to engage with – and retain – the subject matter of the lesson.
Not all connection to nature must happen outdoors. It is equally important to incorporate nature education in the traditional curriculum. Lessons dedicated to the importance of nature conservation, the circular economy and climate
change are fast becoming an essential part of any child’s learning. They are, after all, issues which will continue to impact children long into adulthood. At Blackheath High, we host lessons on climate anxiety awareness, bring in external speakers from the environment and conservation sector, have a thriving student-led sustainability committee, and carry out workshops for students to help them engage in debates around nature. Schools like Blackheath High School showcase how useful outdoor classrooms truly are, and how these can revolutionise students’ relationship with nature. These lessons do not need to necessarily focus on nature itself, but learning in the green environment can be utilised from as young as nursery-aged children, all the way through to adolescence at the end of their school career. For very young children, the Forest School at Blackheath High School for example, preps them to explore the fascinating natural world with regular sessions, and our walk in the park club in next door Royal Greenwich Park gives older students the chance to take some time out in nature, have some exercise and refresh themselves ahead of an afternoon of learning. Perhaps the best tool connecting the students to nature is an eco-club; an extra-curricular initiative where students can learn about nature and work together to enact various environmental protection measures. The eco-club at Blackheath High is one of the most popular societies we have. What is particularly inspiring is how it empowers students to drive positive change. Last year our eco-club received a ‘green flag’ award for its work protecting nature and biodiversity on school premises. Together the students cleared weeds around the senior school pond, added compost bins, installed bird and bug houses, and organised a litter-picking event in the local community. It gave me immense pride to see Blackheath students taking initiative by putting nature first.
Ultimately, in today’s age children have fewer and fewer opportunities to explore their surrounding natural environment. As the adults responsible for them it is our duty to change this. By enacting various nature-engaging initiatives at school, educators are helping future generations understand the importance of nature and the need to protect the planet. Encouraging children out of the classroom and to the outdoors is the first step in achieving this.
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