This is a recent round up by Natural England of relevant evidence and reports, policy agenda developments, large scale delivery sector initiatives, resources and news items from the UK and abroad, with a focus on schools, education and learning. This supports the Strategic Research Network for People and Nature to develop better coherence and collaboration in research and to improve links between research, policy and practice in these areas.
Growing among Trees: a 12-month process evaluation of school based outdoor learning interventions
MA Harris – Journal of Adventure Education and Outdoor Learning
Growing among Trees was a 12-month pilot project where community forest and woodland outreach interventions were delivered in urban schools. This process evaluation gathered data from various stakeholders (including pupils, teachers, and intervention providers) before, during and following the interventions delivered at each school. This study provides insight into how school-based outdoor learning interventions could be implemented to increase the likelihood that they are replicable and sustainable.
From the child’s perspective: How the layout of outdoor school environments shapes conflict between children’s self-directed play
F Aminpour – Journal of Environmental Psychology
- Grassed areas support multiple activity types that usually come into conflict.
- Providing multiple separate zones for gross motor activities can avoid conflict.
- Unavailability of multiple zones can lead to informal use of school playgrounds.
- Children choose to move along the paths that hug the edges of play settings.
- Incompatible play activities need appropriate boundaries if located adjacently.
Inclusivity in the Outdoors
C Loynes et al – Institute for Outdoor Learning Magazine
The 2021 Raising Our Game webinar series provided an opportunity for the Outdoor Sector to explore a range of themes around Equality, Diversity andInclusion (EDI) in the outdoors. The aim of this report is to share the findings from Phase 1 of the project and offer some actions individuals and organisations can begin to take as a result of what has been learned from this. The report also includes many ideas and initiatives that could be included in Phase 2 of the project.
Forest school as a space for risk for children with social, emotional and mental health needs
A Garden – Chapter in Policy, Provision and Practice for Special Educational Needs
This chapter will explore the outdoor learning space of forest schools as both a physical and emotional space, which has particular beneficial consequences for children with social, emotional and mental health (SEMH) needs.
Journal of Outdoor Recreation Education and Leadership
Special Issue: Fostering a Culture of Sustainability through Outdoor Recreation and Education
Call for papers
Understanding educational care farms as outdoor learning interventions for children who have dropped out of school in the Netherlands
EJ Veen, R Pijpker, J Hassink – Journal of Adventure Education and Outdoor Learning
In the Netherlands, care farms offering care-education programs for school dropouts are emerging. While there is evidence for their effectiveness, models explaining how such outdoor interventions may facilitate positive developments of children and their return to school are lacking. Using the generic Context-Intervention-Mechanisms-Outcome Model as an overarching deductive frame, this study inductively examines how care educational programs facilitate the positive development of children who have dropped out of school.
Schools emerging from lockdown: maximising opportunities for outdoor learning in primary schools
D Harvey, C Loynes, A Morgan, R Passy – ASPE Bulletin
Establishing outdoor learning throughout a school does not happen overnight but, by following a carefully thought-out approach that has SLT support at its foundation, it is possible to build staff confidence and competence through progressive engagement with OL. Our experience is that, with support from a variety of quality resources, including books, online resources and training packages, staff soon develop their own ideas and resources for taking learning outside.
No muddy shoes, no dirty clothes! examining the views of teachers and parents regarding children’s outdoor play and learning
M Kandemir, S Sevimli-Celik – Journal of Adventure Education and Outdoor Learning
The aim of this study was twofold: (a) to carry out an in-depth investigation of teachers and parental views regarding outdoor play and learning, and (b) to examine the extent to which the objectives and goals related to outdoor play and learning were documented within the school curriculum. It was shown that parental concerns relative to the weather, children’s hygiene, and safety of play, influenced the outdoor practices of teachers as well as the children’s access to the outdoors. The findings shed light on the need for mutual communication and collaboration between teachers and parents regarding the benefits outdoor play and learning provided to children
Nature and Transdisciplinarity: Youths’ Perceptions of the Impacts of an Afterschool Program on Their Relationship with Nature and Environmental Problem-Solving
SM Vigallon – PhD University of California
This exploratory sequential mixed methods case study examined a Los Angeles after-school program for high school students. The study identified key program elements and investigated how those elements influence participants’ relationship to nature and sense of empowerment to address environmental problems. Additionally, the study described how participants act as environmental problem-solvers in their own lives following program participation. Findings suggest that numerous key elements work concurrently within the focal program that influence participants’ connection to nature, the development of their problem solver skills, and their sense of empowerment.
The impact of school gardens on youth social and emotional learning: a scoping review
V Gorden, D Casino – Journal of Adventure Education & Outdoor Learning
Social and Emotional Learning (SEL) has five competencies: relationship skills, responsible decision-making, self-awareness, social awareness, and self-management. A promising practice to promote positive SEL is school garden programming. There is a need to understand how school gardens impact SEL by consolidating existing research. In this scoping review, we synthesized evidence describing the impact of school gardens on youth SEL. While the included qualitative studies demonstrated that school garden programming can positively influence SEL, the included quantitative studies had few statistically significant results.