{"id":48134,"date":"2019-06-04T15:15:06","date_gmt":"2019-06-04T22:15:06","guid":{"rendered":"http:\/\/world.edu\/?p=48134"},"modified":"2019-06-04T15:15:06","modified_gmt":"2019-06-04T22:15:06","slug":"outdoor-learning-has-huge-benefits-for-children-and-teachers-so-why-isnt-it-used-in-more-schools","status":"publish","type":"post","link":"https:\/\/world.edu\/outdoor-learning-has-huge-benefits-for-children-and-teachers-so-why-isnt-it-used-in-more-schools\/","title":{"rendered":"Outdoor learning has huge benefits for children and teachers \u2014 so why isn\u2019t it used in more schools?"},"content":{"rendered":"

\"\"<\/p>\n

Research shows that healthier and happier children do better in school<\/a>, and that education is an important determinant of\u00a0future health<\/a>. But education is not just about lessons within the four walls of a classroom. The outdoor environment encourages skills such as\u00a0problem solving and negotiating risk<\/a>\u00a0which are important for child development.<\/p>\n

But opportunities for children to access the natural environment are diminishing. Children are\u00a0spending less time outside<\/a>\u00a0due to concerns over\u00a0safety, traffic, crime<\/a>, and parental worries. Modern environments have reduced amounts of\u00a0open green spaces<\/a>\u00a0too, while\u00a0technology<\/a>\u00a0has increased children\u2019s sedentary time. It is for these reasons and more that many think schools have arguably the greatest potential \u2013 and responsibility \u2013 to give children access to natural environments.<\/p>\n

This is not just about improving break times and PE lessons, however. Across the UK, teachers are getting children outdoors by delivering\u00a0curriculum-based lessons<\/a>\u00a0in school grounds or local areas. A variety of subjects, such as maths, art and science, are all being taken outside.<\/p>\n

Although there are no official statistics on how much outdoor learning is used, researchers have seen that its use is\u00a0increasing<\/a>. And while it is not part of the country\u2019s curricula for year three onwards in primary schools (age seven up), these outdoor initiatives are supported for all ages by the UK government, which has invested in the\u00a0Natural Connections project<\/a>run by Plymouth University, for example, and\u00a0Nature Friendly Schools<\/a>run by The WildLife Trusts.<\/p>\n

However, despite the support, outdoor learning is still underused in primary schools \u2013 particularly in the latter years, when children are aged between seven and 11. So if there are such big benefits to outdoor learning, why isn\u2019t it happening more often? For our\u00a0recently published study<\/a>, we spoke to teachers and pupils to find out.<\/p>\n

School adventures<\/h4>\n

Through interviews and focus groups, we asked teachers and pupils their opinions on outdoor learning. The participants we spoke to all take part in\u00a0the HAPPEN project<\/a>, our\u00a0primary school health and education network<\/a>. These educators and students (aged between nine and 11) engage in outdoor learning \u2013 which we classed as teaching the curriculum in the natural environment \u2013 for at least an hour a week. Overall, the participants spoke of a wide range of benefits to pupils\u2019 well-being and learning. However, a number of challenges also existed.<\/p>\n

The pupils felt a sense of freedom when outside the restricting walls of the classroom. They felt more able to express themselves, and enjoyed being able to move about more too. They also said they felt more engaged and were more positive about the learning experience. In addition, we also heard many say that their well-being and memory were better. One student commented:<\/p>\n

When we go out to the woods we don\u2019t really know we\u2019re doing it but we\u2019re actually doing maths and we\u2019re doing English, so it\u2019s just making it educational and fun at the same time.<\/em><\/p><\/blockquote>\n

Teachers meanwhile discussed the different approach to lessons, and how it helped engage all types of learners. They also felt that children have a right to be outdoors \u2013 especially at a time when their opportunities to access the natural environment is limited \u2013 and schools were in a position to fulfil this.<\/p>\n

Importantly, the teachers spoke of increased job satisfaction, and that they felt that it was \u201cjust what I came into teaching for\u201d. This is particularly important as teacher well-being is an essential factor in\u00a0creating stable environments for pupils to learn<\/a>, and current teacher retention rates are\u00a0worrying<\/a>.<\/p>\n

Rules and boundaries<\/h4>\n

At first the teachers had concerns over safety, but once pupils had got used to outdoor learning as part of their lessons, they respected the clear rules and boundaries. However, the teachers also told us that one of the main reasons why they didn\u2019t use outdoor learning more often was because it made it difficult to measure and assess learning outcomes. The narrow measurements that schools are currently judged on conflict with the wider benefits that outdoor learning brings to children\u2019s education and skill development. It is hard to demonstrate the learning from outdoors teaching using current assessment methods. As one teacher said, \u201cthere is such a pressure now to have evidence for every session, or something in a box, it is difficult to evidence the learning [outdoors]\u201d.<\/p>\n

Funding was also raised an issue as outdoor clothes, teacher training and equipment all need additional resources.<\/p>\n

Our findings add to the\u00a0evidence<\/a>\u00a0that just an hour or two of outdoor learning every week engages children, improves their well-being and increases teachers\u2019 job satisfaction. If we want our children to have opportunities where \u201cyou don\u2019t even feel like you\u2019re actually learning, you just feel like you are on an adventure\u201d and teachers to \u201cbe those people we are, not robots that it felt like we should be\u201d, we need to change the way we think about school lessons. Teaching doesn\u2019t need to follow a rigid classroom format \u2013 a simple change like going outside can have tremendous benefits.<\/p>\n

Author Bios:<\/strong> Emily Marchant is a PhD Researcher in Medical Studies, Charlotte Todd is an Research Assistant in Child Health and Well-being and Sinead Brophy is a Professor in Public Health Data Science all at Swansea University<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

Research shows that healthier and happier children do better in school, and that education is an important determinant of\u00a0future health. But education is not just about lessons within the four walls of a classroom. The outdoor environment encourages skills such as\u00a0problem solving and negotiating risk\u00a0which are important for child development. But opportunities for children to […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":48135,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[15645],"tags":[295278],"coauthors":[11733],"class_list":["post-48134","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-education","tag-outdoor-education"],"acf":[],"yoast_head":"\nOutdoor learning has huge benefits for children and teachers \u2014 so why isn\u2019t it used in more schools? - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/outdoor-learning-has-huge-benefits-for-children-and-teachers-so-why-isnt-it-used-in-more-schools\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"Outdoor learning has huge benefits for children and teachers \u2014 so why isn\u2019t it used in more schools? - World leading higher education information and services\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:description\" content=\"Research shows that healthier and happier children do better in school, and that education is an important determinant of\u00a0future health. 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