OUTDOOR EDUCATION
BACK TO NATURE Rose Hardy, Headmistress at Haberdashers’ Girls’ School in ertfordshire e lores the man enefits of o tdoor learning for teens
W
22
independentschoolparent.com | SPRING 2022
and assessments. Sadly, this simply nurtures the classic stereotype of young people who don’t really want to be outside. This 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. There’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 often, 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.
s
ith an increase in forest schools and the benefits 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 off; or is somewhat confined to the netball court or rugby pitch during scheduled PE lessons. This 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
