As the Christmas holidays etch closer, we are reminded that access to nature both in and out of school is vital for children, and spending time outdoors during school hours has several advantages for teachers. This blog, written by Suzanne Welch (Education and Families Manager at the RSPB) and Lauren Moore (Policy Officer at Link), explains how nature in education could be implemented to make the benefits equitable for all at school.
A teacher’s impact on the next generation of young people cannot be underestimated. They engage minds, instil core values, and can inspire people for a lifetime. Nature is a not-so secret weapon that can help teachers and educators deliver these outcomes. Findings from the Natural Connections Demonstration Project demonstrated that 92% of participating schools agreed that spending time in nature helped children to engage with their learning. Similarly, 94% of schools participating in the ‘Children and Nature’ programme agreed that the programme had a positive impact on children’s mental health, wellbeing, and resilience. That’s not all. Some further benefits from accessing nature include:
Despite this huge potential to benefit from access to nature, teachers face challenges to properly embed nature in schools. For a start, the school estate in the UK is diverse in size and richness; from brick-centric Victorian grounds through to much more extensive greenspaces. This inequity of student access to the outdoors makes it difficult to build a much-needed connection with nature.
Multitudes of research and studies have expressed the benefits of nature, and this has not gone unnoticed by the government. The Environmental Improvement Plan (EIP) and the Department for Education’s Climate Change and Sustainability Strategy mentioned boosting green skills for the Green Industrial Revolution and nature’s recovery. They also highlighted the need to improve environmental knowledge in young people and education’s role in fighting climate change and nature loss.
Unfortunately, these remain largely empty words. Research shows that 70% of UK teachers have not received adequate training to educate students on biodiversity loss and climate change. Without sufficient support for teachers, nature education falls victim to tight curriculums and remains the purview of individuals with a personal passion.
This is not only devastating for nature, but for the missed wellbeing benefits for teachers. Over recent years, the growing dissatisfaction of teachers is more and more evident. Only 59% of teachers surveyed expected to be in a teaching role in three years’ time. This attrition from teaching has been attributed to excessive workloads, high stress and poor pupil behaviour. Yet we know that children spending time in and connecting with nature can help combat low engagement, attendance and mood in the classroom. The knock-on effect of this to teacher’s stress and wellbeing could be significant.
It is clear that improving access to nature in education can benefit teacher and student wellbeing alike, whilst also creating generations of nature stewards. But, how can we increase access to nature for every child?
We need a statutory requirement for nature within all education settings in England to provide access to regular high-quality engagement with nature; ensuring all children have equal opportunity to benefit from connecting and engaging experientially with nature.
To achieve this, all teachers must be supported with training and continuing professional development to embed nature, climate, and sustainability across the curriculum, alongside connecting children with nature. The incorporation of nature should not be restricted to science and geography subjects. Nature plays an important part of a wider understanding of the world, from the role environmental change has had in historical events to the presence of mathematical patterns across the natural world.
Support is also needed for teachers to use nature as an outdoor classroom or to centre nature in experiments and activities such as art, maths, and English. Out of those surveyed, 55% of teachers lacked the confidence in methods of outdoor learning and 40% were concerned about the health and safety risks of students being outside. That’s why Link’s Education and Learning Policy Group is gathering the views of teachers and educators, and other stakeholders, on the resources and support needed (see here). All teachers must be supported in developing a minimum standard of knowledge and capability to boost children in their exploration of nature and create valuable learning experiences, indoors and outdoors.
This will help teachers incorporate nature into their school day without added workload but with all the benefits to their own wellbeing.
Members of the Link Education and Learning Policy are meeting with Stephen Morgan MP (Minister for Early Education) in December to discuss nature in education. We hope will be responsive to the growing evidence base showing how more nature can lead to better education.
Suzanne Welch is Education and Families Manager at the RSPB and Lauren Moore is a Policy Officer at Wildlife and Countryside Link. Follow @Natures_Voice and @WCL_News
The opinions expressed in this blog are the authors' and not necessarily those of the wider Link membership.
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