At the recent Teach Outdoors Outdoor Learning Conference, Molly Atkinson and her research team, including Sam Wass and Gemma Goldenberg, presented compelling evidence on the importance of outdoor learning, particularly for urban children. Here’s a summary of their findings and insights aimed at teachers, highlighting the vital role of nature in education.
Why Is Outdoor Learning Crucial Now?
The world is becoming increasingly urbanised, with 70% of children expected to grow up in cities by 2050. Urban living is associated with higher rates of mental disorders and increased stress, even in infants. Alarmingly, 1 in 6 children aged 5-16 are at risk of developing a mental health problem, and children’s happiness has significantly decreased over the past decade. Despite this, many children spend less time outdoors than previous generations, even though 87% report feeling very happy in nature.
The Positive Impact of Nature on Children
Numerous studies highlight the benefits of natural settings:
- Reduced cortisol levels, lower heart rates, and blood pressure, and improved mood in natural environments.
- Green space exposure is linked to better behavioural outcomes, including prosocial behaviour and reduced emotional problems.
- Preschoolers spending more time outside showed fewer symptoms of inattention and hyperactivity and performed better on attention and memory tasks.
Key Findings from the Outdoor Learning Project
The Outdoor Learning Project involved reception classes across four schools, with sessions conducted both indoors and outdoors. Key measures included noise levels, heart rates, time on task, and behaviour observations.
- Outdoor environments were quieter, potentially improving learning outcomes.
- Children’s resting heart rates were lower outdoors, indicating better stress recovery and self-regulation.
Learning Environment and Noise
Attention and Focus
- Attention during storytime and literacy tasks didn’t significantly differ indoors vs. outdoors, but individual differences were notable.
- Children with the lowest attention indoors showed the most significant improvements outside.
- Boys and children who preferred being outdoors were more likely to stay on task and focus longer when outside.
Behaviour and Self-Regulation
- Slightly more prosocial behaviour occurred outdoors, and some children who were antisocial indoors behaved better outside.
- Outdoor time can be a valuable intervention for disruptive or antisocial behaviour, offering a chance for children to calm and reset.
Implications for Teachers
The evidence from the Outdoor Learning Project underscores the importance of integrating outdoor learning into educational practices:
- Children struggling with attention and behaviour indoors may thrive outside.
- Knowing and accommodating children’s preferences can enhance engagement and focus.
- Providing both indoor and outdoor learning opportunities can support diverse learning needs and promote overall well-being.
Conclusion
Access to outdoor spaces is crucial for children’s emotional well-being and learning. As urbanisation increases, ensuring children have regular outdoor experiences is more important than ever. The findings from the Outdoor Learning Project reinforce the need to “fix the environment in which children grow, not the child,” highlighting the transformative power of nature in education.
To find out more about the project: https://uel.ac.uk/outdoor-learning-project
