Back to nature

Rose Hardy, Headmistress at Haberdashers’ Girls’ School in ertfordshire e lores the man enefi ts of o tdoor learning for teens

With an increase in forest schools and the bene ts of outdoor learning widely reported, getting pupils outside and into the fresh air has been a top priority for many schools over the last few years. Certainly, in the case of younger, primary-aged children, schools have risen to the challenge of creating adventurous and inspiring outdoor education, which has been shown to improve wellbeing and concentration at school. Unfortunately, from age 11 upwards, the emphasis around outdoor learning seems to tail o ; or is somewhat con ned to the netball court or rugby pitch during scheduled PE lessons. is is a great pity, since we already know that young people spend far too much time indoors in front of screens. As schools, we need to be doing as much as possible to stimulate a desire for being outside. When children reach senior school, everything switches to academic progress, exams and assessments. Sadly, this simply nurtures the classic stereotype of young people who don’t really want to be outside. is is, of course, a vicious cycle too, because the more we restrict outdoor learning within these age groups at school, the more reluctant they will be to engage with it.

Not just about wellbeing

Fresh air is good for the body and soul, and although this is important, outdoor learning is not just about wellbeing. ere’s an academic aspect to learning outside of the classroom that we shouldn’t overlook. Sciences such as biology and other STEM subjects should be taught outside more o en, and this activity should be timetabled as part of the curriculum, not simply a nice to have add-on. From developing horticultural expertise to studying and observing geographical surroundings, being outside strengthens academic development and provides a visually stimulating, multi-sensory learning environment for pupils.

Learning outdoors shouldn’t just be restricted to a primaryschool education

Spending time in nature is about instilling respect for our surroundings

GETTING OLDER CHILDREN OUTSIDE AS A PART OF THEIR DAILY ROUTINE should be happening in the same way that it does for primary schools and multiple core subjects. GETTING PUPILS ENTHUSED ABOUT GARDENING FOR INSTANCE, WILL EQUIP THEM WITH THE SKILLS TO GROW AND NURTURE

Part of a climate-change education is teaching children to identify and recognise various local animal and plant species

REASONS TO GO OUT

• Outdoor learning isn’t just about fresh air – there’s an academic aspect to learning outside of the classroom that shouldn’t be overlooked. Sciences such as biology and other STEM subjects should be regularly timetabled to be taught outside. • Learning outdoors strengthens academic development in a multisensory environment. • Climate change is not just about the polar ice caps, it means understanding seasonal changes from a hyper-local perspective too. • Schools are great at outdoor co-curricular activities but the everyday curriculum needs more work around outdoor education. • Why not set up a bird-watching club in school, build partnerships with linked outdoor charities or look at ways to give back to the community in your local area?

We’re constantly teaching our young people about the impact of climate change and how to take better care of our world. at also means understanding seasonal changes, recognising local wildlife and identifying the plants and trees that grow on your doorstep. Caring for our world starts at home in our local environment, so schools have a duty to educate older children to become stewards of their own campus. is is also about instilling respect for our immediate surroundings.

Climate change is local too

O en when children think of climate change, they immediately think of the polar ice caps or the extinction of certain species. While these are important considerations, children are less likely to think about the hyper-local impact of climate change. For instance, how much litter can you spot on your street and what kind of birds frequent your garden?

Schools are very good at providing a ra of co-curricular activities, many of which are sports related and will naturally take place outdoors, but it’s the everyday curriculum that needs more work. Getting older children outside as part of their daily routine should be happening in the same way that it does for primary schools and multiple core subjects. Getting pupils enthused about gardening for instance, will equip them with the skills to grow and nurture, as well as foster a deeper appreciation around patience and care.

Taking co-curricular activities, a step further, schools could also embrace the idea of a school allotment, perhaps set up a birdwatching club or even build partnerships with linked charities to give back to their local communities? In doing the bare minimum around outdoor learning for older children, schools are essentially sending the message to teenagers, that being outdoors isn’t that important. Surely, we send that message at our peril…

An alfresco education is fundamental to student wellbeing