Horizons Spring 2025 (#109)

The Institute for Outdoor Learning magazine

HORIZONS mental health

FIRST AID

Get the latest guidance on managing mental health distress in the outdoors

CLIMBING AND INCLUSION

Read all about Laura’s abseiling adventure in Northern Ireland

SMELL GARLIC?

Find out about the four types of wild garlic you’re most likely to come across in the UK this spring

AUTISM AND OUTDOOR LEARNING

Explore the world of outdoor learning through the eyes of an autistic outdoor practitioner

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EDITORIAL Catherine Dunn - Editor Catherine is an award winning filmmaker and creative. She currently works as a Graphic Designer and Gardener. She also holds an MSc in Outdoor Education.

Spring has well and truly sprung! At the time of writing I’m being treated to some glorious spring showers, punctuated by bursts of warming sunshine - life is bouncing back after what has felt like a long and cold winter here.

Our spring issue is packed full of exciting writing. To kick things off, Cory Jones offers up the latest guidance on managing mental health distress in the outdoors, particularly for group leaders (p.11). Marwen Cronin offers their unique perspective on outdoor learning as an autistic practitioner (p.14), while Paul Kellagher tells us all about an inclusive climbing adventure in part 1 of Laura’s story (p.20).

Luschka van Onselen celebrates the power of the hammock in outdoor practice (p.25) and Anna Thompson’s new curriculum based outdoor learning series kicks off with some wonderful wild art (p.18). There’s also a big winter adventure for the students at Nidderdale High School on page 22, before a spot of wild garlic identification (p.32) and foraging (p.36) in our regular features.

I hope you enjoy the issue!

If you’re interested in contributing to Horizons or have a story you think we should be covering, get in touch: horizonseditor@outdoor-learning.org

©2025 Catherine Dunn ISSN 2634-8799

ARTICLES Content for publication is always welcome and should be emailed to the Editor. The Editor will attempt to return all unsolicited material but cannot accept responsibility for it. Copyright of the magazine as a publication is vested in the Editor. Copyright of articles remains with the individual authors. Reproduction in whole or in part is forbidden without the express permission of the Editor, who is normally happy to grant requests for educational purposes. Opinions shared in articles are not necessarily shared by the Editor/Editorial panel/IOL. Find past articles in the Horizons archive: outdoor-learning-research.org/ Horizons-Archive.

ADVERTISE Contact Fiona Exon at IOL for information: fiona@outdoor-learning. org. Advertisers retain copyright of their adverts. Adverts shared in this magazine do not represent endorsement by the Editor/Editorial Panel/ IOL. ISSUE CREDITS Design and editing is by Catherine Dunn and proofreading is by Jack Reed. Editorial reviews are by Geoff Cooper, Suzie Dick, Di Collins, Sam Moore, Ian Healey, Eluned Roberts, Colin Wood, Liam Scott, Jack Reed and Stuart Meese - of the Editorial Panel. Many thanks to the Editorial Panel for offering their continued support to Horizons magazine.

IMAGES Magazine images have been sourced from Unsplash, Shutterstock and contributors unless otherwise specified. Photographers retain copyright.

INSTITUTE FOR OUTDOOR LEARNING The Institute for Outdoor Learning is the professional body for organisations and individuals who use the outdoors to make a positive difference to others. Our Members have a shared vision of Outdoor Learning as a highly valued form of development, education and employment in UK society. Learn about IOL and how to become a member: outdoor-learning.org.

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CONTENTS PART 2/2

SCANNING THE HORIZON

Find all the latest news from around the Institute for Outdoor Learning.

PAGE 4-8

SPOTLIGHT

Proactive safety management is under the spotlight this issue, with part 2 of Peter White’s series.

PAGE 9-10

MENTAL HEALTH FIRST AID

Cory Jones gives a guide to managing mental health distress in outdoor learning for group leaders.

PAGE 11-13 NEW SERIES

AUTISM AND OUTDOOR LEARNING HKOLA - LOOKING AHEAD Marwen Cronin gives an autistic practitioner’s perspective on outdoor learning.

PAGE 14-15

TIME TO GO OUTSIDE

PAGE 16-17

In the first part of her series, Anna Thompson offers some wonderful activities for curriculum based outdoor learning.

WINTER WONDERLAND

HUNG UP ON HAMMOCKS

PAGE 22-24

PAGE 25-27

Mike Thomas and Dave Addis look ahead to the future of the Hong Kong Outdoor Learning Association.

PAGE 18-19

PART 1/2

CLIMBING AND INCLUSION

In part 1 of this 2 part series, Paul Kellagher recounts Laura’s inclusive climbing adventure.

PAGE 20-21

Heather Tuffs celebrates the success of the NiddVenture winter Highland expedition from Nidderdale High School.

RETURNING FEATURE

PARKOUR - PHILOSOPHY TO PRACTICE

Richard Whall continues his exploration of parkour as outdoor adventurous learning.

PAGE 28-31

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Luschka van Onselen tells us stories from the woods and discusses the value of hammocks in outdoor practice.

OPINION

SERIES

SMELL GARLIC?

FORMING CONNECTIONS

PAGE 32-34

PAGE 35

Stephanie Bale explores all the different types of wild garlic you might see in the UK this spring.

Kate Ringrose discusses her experience of connecting to other outdoor educators through the Institute for Outdoor Learning.

SERIES

SPRING FORAGING

Lizzy Maskey makes elderflower fritters in the latest instalment of her foraging series.

PAGE 36-39

IN PROFILE

Horizons spoke to Ian Martin about his life and work in outdoor education.

PAGE 40-41

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SCANNING THE

HORIZON ALL THE LATEST NEWS FROM AROUND THE INSTITUTE FOR OUTDOOR LEARNING

Jo’s Words

Direct Entry now available for the IOL Leading Practitioner Award

Outdoor learning continues to develop its voice with our elected representatives. April began with the fantastic news that the Scottish Parliament agreed to the general principles of the Schools (Residential Outdoor Education) (Scotland) Bill. Our congratulations go to all those who have worked tirelessly to support MSP Liz Smith with this Bill.

Leading Practitioners of the Institute for Outdoor Learning (LPIOL) are champions of outdoor learning and have a depth of experience and evidence of influencing the wider sector beyond their workplace or specialist interest area.

by Jo Barnett - IOL CEO

The IOL continues its work as the Secretariat for the Westminster MP Support Group and the re-establishment of the All Party Parliamentary Group for Outdoor Learning.

This has included an Early Day Motion by MP Tim Farron, to acknowledge the wellbeing benefits of outdoor education to young people. You may have written yourself to your constituency MP to express your voice. As I write this, I am on my way to meet the MP for Carlisle and North Cumbria at the IOL office, which lies within her constituency, and in response to her request to find out more about outdoor learning.

Another ‘shout out’ for outdoor learning is the #GlobalOutdoorLearningDay on 21st November! You may wish to join in and add your own public celebration and help create a global portrait of the breadth and depth of outdoor learning.

For its part, the IOL is holding an online event with guest speakers and interactive workshops from all continents. We hope to inspire whilst staying relevant to practitioners. This event is designed for anyone interested in outdoor learning, regardless of the stage of their outdoor learning journey. It is an exciting ‘first’ and we hope you will join us.

And finally, ‘You said – We did’ - I am pleased to share that a direct entry route to the Leading Practitioner IOL Award (LPIOL) is now available. I would like to thank the LPIOL Community of Practice Group for their work in making this happen.

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The LPIOL Award is now available as a direct entry qualification, meaning that prior completion of the APIOL Award is not necessary.

LPIOL holders can be described by the attitude and approach they take to their role in outdoor learning. They will operate with a medium to long-term focus, anticipating and shaping the future.

They need not be in a management role, but they will have a positive regional or national influence in their specific area of outdoor learning.

The LPIOL is a ‘mindset’ and the LPIOL Award is a development process. You will have a coach to support you with how you wish to present your evidence and in preparing for the assessment interview. The Institute for Outdoor Learning maintains a Community of Practice Group for Leading Practitioners to network, collaborate and continue to support innovation in outdoor learning.

You can apply for the Award regardless of whether you are employed, self-employed or a volunteer. There is no specific job title required or context for your outdoor learning - you may be in a practitioner, managerial, advisory or leadership position.

Find out about our newest LPIOL, Ian Martin, in this edition of the Horizons In Profile interview. For further information, head to our website.

SCANNING THE HORIZON

AUK and AAIAC more than just acronyms

By Martin Smith, Chair of Adventure UK

The origins of AAIAC For many of us who work in outdoor centres that offer ‘adventurous activities’, there will be a familiarity with the acronym AAIAC (Adventure Activity Industry Advisory Committee). This body was created by the Health and Safety Executive (HSE) to advise on adventurous activities following the introduction of the Activity Centres (Young Persons’ Safety) Act in 1995 and the establishment of what has become known in the sector as ‘licensing’.

From its initial inception, HSE chaired and provided the secretariat to AAIAC, later being replaced by the Sport and Recreation Alliance, until today, the committee is self-managed on a volunteer basis on behalf of the sector.

The aim of AUK and, in turn, AAIAC is to represent the Adventure Activities Sector in the UK in respect of user’s safety and quality experience, as summarised below: Guidance: being a single point of contact for all Adventure Activities Sector stakeholders, sharing good practice, developing standards and guidance.

Safety assurance: taking a coordinating role in safety assurance of adventurous activities and managing, developing and growing Adventuremark and supporting the development and management of the LOtC Quality Badge, as the main awarding body for the adventure sector.

Representation and cooperative working: being a point of contact between national governing bodies and professional representative bodies in the UK Adventure Activities sector and UK and devolved governments - in the areas of safety, risk management and good practice in adventure activities.

Following the introduction of the Act, the DfES (now the Department for Education) approached AAIAC to develop a non-statutory assurance scheme to run alongside statutory licensing to cover both providers and activities that lay outside of the regulatory Act. In 2009, the Adventuremark scheme was launched and is the main route for providers of adventurous activities to attain the Learning Outside the Classroom (LOtC) Quality Badge, while also providing support for LOtC on adventurous activities.

The role of AUK In 2016, the UK’s then coalition government announced they were reviewing the future of the 1995 regulations. In response, AAIAC began work on developing a non-statutory scheme that could replace the 1995 Act, based on its experience of running Adventuremark. To oversee AAIAC’s work a pan-UK body was established, which morphed into AUK (Adventure UK).

The work of AAIAC AAIAC continues its work, having recently published, alongside the ERCA (European Ropes Course Association), guidance on the operation of ropes courses.

It is also supporting the work of the Collective Knowledge project with the IOL. In terms of future projects, it is developing guidance on toileting in the outdoors, buoyancy aids and Comformite Europeene (CE) standards as well as looking to continue in its work to both develop and refine Adventuremark going forward.

Further information on AAIAC, Adventuremark and AUK can be found on the website: aaiac.org.

Following a change of direction by HSE, work has been suspended on the development of a non-statutory scheme to replace licensing. AUK has remained, becoming the governance body for AAIAC. This gives AAIAC its credibility based on the breadth of the organisations that are represented on AUK, with AUK also overseeing the selection of ‘experts’ who sit on AAIAC.

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THE LATEST OPEN-ACCESS RESEARCH Check out some of the latest cutting-edge research and news from the Journal of Adventure Education and Outdoor Learning and the Journal of Outdoor and Environmental Education

It has been another huge six months in outdoor education research and the following selection of four recent open-access research articles captures exciting and diverse perspectives from around the globe, providing valuable insights into innovative educational practices. These studies, conducted in primary schools, preschools, secondary education and tertiary programmes across Ireland, Scotland, Australia, Norway and Sweden, highlight the profound impact that outdoor learning experiences can have on educational outcomes, sustainability values, technological integration and essential life skills. Enjoy!

Encounters with ice and snow in preschool outdoor practices – and the becoming of (un)sustainability values Kjersti Ødegaard and Eva Ärlemalm-Hagsér This study examines how interactions with ice and snow during preschool outdoor activities influence the development of sustainability values in children. The research indicates that diverse human-nature interactions play significant roles in shaping perceptions of ice, snow and related sustainability concepts.

These findings contribute to understanding how early experiences with nature can foster (un)sustainable values.

The impact of a 12-day outdoor learning project on life skills development in adolescents in Scotland Meijun Qu, Peter Higgins and Robbie Nicol This research investigates the effectiveness of a 12-day outdoor learning project on adolescents’ life skills development. The study involved 180 participants and assessed various life skills before and after the programme. Results suggest that structured outdoor learning experiences can significantly enhance life skills in adolescents.

What additional skills and knowledge do Australian university graduates gain when learning to lead bushwalking by engaging with the national outdoor education threshold concepts?

Scott Polley, Josh Ambrosy, Lucas Bester, Ian Neville, Brendon Munge, Daniel Anderson and Glyn Thomas This paper addresses the differences in learning and responsibilities across graduate pathways in the Australian outdoor education sector. Through an analysis of the Australian Adventure Activity Standards, the Australian Qualifications Framework and the National Outdoor Education Threshold Concepts.

Teaching and learning with smartphones in tertiary outdoor studies programmes Imre van Kraalingen and Jørgen W. Eriksen This inquiry investigates educators’ and students’ perspectives on the use of smartphones in tertiary outdoor studies programmes in Norway. Through interviews and focus groups, the study found that smartphones can enhance outdoor learning by providing tools for information access, navigation, safety, documentation and communication.

The Journal of Adventure Education and Outdoor Learning (Taylor & Francis) and the Journal of Outdoor and Environmental Education (Springer) are leading international journals that publish rigorous research in this dynamic field. Both journals foster scholarship that not only advances academic understanding, but also supports educators, researchers, and policymakers in promoting effective and transformative outdoor educational practices worldwide.

Thinking of publishing an article in 2025? Check out the author guidelines for the JAEOL and JOEE and stay in touch with us for all of the latest research.

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IOL International

SCANNING THE HORIZON

Conference 2025 ONLINE

Conference Theme ‘What is Outdoor Learning for?’

Follow the Sun The conference will be be themed according to continents and move eastwards over the two half days.

#GOLD2025 Objectives The Conference will encourage interaction between outdoor learning practitioners from around the world and inspiring and relevant to practitioners.

Guest Speakers... ... will be national and international thinkers.

More details soon!

Reach This is an online conference for international partnership working and cultural exchange.

The Institute for Outdoor Learning (IOL) Warwick Mill Business Centre, Warwick Bridge, Carlisle, Cumbria, CA4 8RR +44 (0)1228 564580 institute@outdoor-learning.org

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SCANNING THE HORIZON

BUSHCRAFT

Professional Practice Group Spring Conference 2025

By Mel Grenfell, IOL Bushcraft PPG Exec Committee The beginning of March saw our sixth bushcraft conference, which we held at the beautiful Danemead Scout Campsite just outside Broxbourne in Hertfordshire. Thirty-eight acres of ancient, coppiced woodland provided the perfect surroundings to suit our needs: workshop spaces, plenty of areas to pitch a tent or hammock, a full camp-kitchen and a well-equipped building with dorms and a main hall.

After lunch on Sunday we had our popular ‘express workshops’, where small groups of delegates rotated around a range of tenminute workshops. These were: all about ground ivy; tree ID games; stick games; processing deer sinew; and knots, bends and hitches. Friction fire and bushcraft-mentoring legend Dave Watson of Woodland Survival Crafts was our keynote speaker, delivering “a lifetime of sticks and people” where he reflected on his thirty years in the bushcraft business.

We always have a conference raffle where we ask attendees to bring along an item that they’ve crafted themselves, a natural resource plentiful in their local area, a relevant book (second hand is fine) etc. We always have an amazing selection of items donated and the best thing is that everyone gets at least one prize. Contributions this time round included carved pendants, bags of paracord, kuksas, wild food goodies, flint, leather pouches, posters, natural remedies, herbal toiletries and so on.

There is always much excitement!

Our attendees also had the opportunity to discuss professional challenges, skills troubleshooting and network. This all resulted in an incredibly supportive learning environment and our attendees left feeling inspired and refreshed! Here’s some feedback from our delegates:

With around seventy delegates and presenters in attendance, our catering team (actually a pair – Kev Palmer and Nick Exley) excelled themselves in providing us with the most delicious campfire-cooked food – Moroccan tagine and chilli to suit every dietary requirement. Our last few conferences have been fully catered as we find that the event becomes much more sociable and enjoyable, rather than everyone heading back to their own tents to boil a pot of something dehydrated and sad in the dark!

Our main workshops ranged from 1-3 hours long and they ran from Saturday morning until Sunday lunchtime. Delegates (who include bushcraft and other outdoor professionals, forest school leaders, volunteer youth leaders and enthusiastic hobbyists) booked their workshops online and were treated to a wide range of topics with our highly skilled presenters.

Workshops included: • • • • • • • • •

Everything you ever wanted to know about tinder bundles Relief printing for business branding Outdoor business planning Deeper levels of learning in bushcraft Biomechanics of an atlatl throw Woodland wellbeing Nålbinding Expedition planning Introduction to chip carving

As each workshop finished, it was wonderful to see so many people proudly carrying a newly crafted item, further developing a newly acquired skill or chatting with a newly made friend.

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“ ” “ So well organised by the team - I loved every minute of it.

The workshop facilitators were top notch, they were all very knowledgeable about their craft and happy to share with everyone, even people who were not booked onto their workshop.

”

Image credit: Images by Sam Longhurst. Photographer retains copyright.

spotlight on...

PART 2/2

PROACTIVE SAFETY MANAGEMENT In the second part of his series, Peter White continues to explore what the future of safety management might look like in the outdoors

Author profile Peter White is a Lecturer and Instructor within the School of Adventure Studies at the University of the Highlands and Islands in Fort William. He also has experience in residential outdoor education, instructor training programmes and commercial guiding. His main technical expertise lie in paddle-sports and he has also conducted research focussed on the professional identity of outdoor professionals. He is a member of AAIAC and is currently working on the Collective Knowledge Project with the IOL.

Future safety management in the outdoors In the last issue of Horizons, I introduced the topic of proactive safety management and explored the concept of the practitioner’s social licence when it comes to safety and risk in outdoor learning. These ideas stemmed from the Proactive Safety Management workshop at the IOL’s Outdoor Learning Strategic Thinking day last year. It is also the fundamental drive behind the Collective Knowledge Project run jointly between IOL, AAIAC and UHI (see page 10).

In this second part of my two-part series, I’ll be exploring personal reflections on safety frameworks and our changing workforce – all of which stemmed from cohosting the Proactive Safety Management workshop. I invite you to think critically about these views, be open-minded about how we act upon them and contribute your own perspectives on how we can best respond to future issues in the sector.

Representation and framework We have had a robust safety net for thirty years, with the Adventure Activities Licensing Authority (AALA) helping establish a consistent safety culture throughout parts of the sector. There appears to be no shifts to remove AALA in the future, but the way it is expected to operate will continue to be reviewed and subject to further change (i.e. more desk-based inspections). Equally, it only covers a very small aspect of the sector’s provision and there have continued to be highprofile incidents that occur outwith statutory licensing. Therefore, reviewing the structures and frameworks that we have within the sector is important to ensure they are suitable for the future.

I feel it is important to consider who sets the tone for safety management standards in the outdoor sector. Historically this might be AALA, but if their role is shifting then is there a void or space that needs to be filled? The Adventure Activities Industry Advisory Committee (AAIAC) exists as the sector’s body advising

on safety – do they need to have a more prominent role and if so in what way?

Also worth considering is where our safety messaging is coming from. There are a wide range of places that this can originate, including national governing bodies (NGBs) and outdoor advisors. Is this messaging consistent and clear for both providers and end-users? It seems that greater strategic collaboration and sharing amongst key organisations may be a way forward to utilise existing knowledge and experience, without duplicating outputs.

Finally, we must be wary of whether all parts of the outdoor sector fall within the fold. We have a good reputation for safety within established provision, but should we be open to whether other aspects of the outdoor sector are left more ‘out on a limb’? This may be down to the size of an organisation, as larger organisations will inevitably have more capacity, experience and internal support than smaller organisations or providers. Equally there will be a difference between commercial, local authority, charity, or voluntary organisations in terms of breath and capacity of support within the organisation, and varying cultures around discussing and supporting safety. Additionally, there is no requirement for licencing or accreditation outside the current statutory framework, so an organisation that is choosing to not work with unaccompanied young people may not actually be linked into (e.g. for financial reasons) one of the numerous sector accreditation schemes. These variations within organisations are a good thing within our sector, as it allows for more flexible approaches to provision for the end-user and ways of working, but this shouldn’t mean they fall outwith the remit of sectorwide safety standards.

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SPOTLIGHT

Pathways and workforce A significant aspect of our current safety management processes is built upon having competent staff. This is presented through their depth of experience of the activity, learning outcomes and the associated environment. The use of national governing bodies is often to provide a reference point for this competence, though arguably over the past thirty years they have established a culture of technical competence, rather than a balance of other dimensions (e.g. educational or environmental competencies). If our basis for safety remains with the idea of competent staff, then understanding how the nature of staffing is shifting is crucial to predict long-term impacts of safety management.

I feel we should consider how our current entry-level staff need supporting to progress to senior staff in fiveten years’ time. We still have a high level of knowledge and practice regarding safety within the sector, but as we transition through staff, do we run the risk of longterm knowledge loss? It may be worth considering ways to retain sector-specific safety knowledge that could ensure we don’t have repeats of past incidents.

Equally, drawing younger voices into the discussions may bring fresh perspectives on evolving concerns or issues, as well as encouraging the younger generation to step into more senior or strategic-thinking roles within the sector.

I also wonder whether we are seeing people come into the workforce through different pathways and therefore losing some of our traditional ways of establishing a safety culture. Can we assume that there are more ‘portfolio careers’ occurring, with individuals dipping in and out of the sector? If so, could that mean they are losing some of that ‘safety culture’ mentoring that might have occurred in a sector-specific apprenticeship/degree course/alternative training.

Finally, I wonder whether the reduction in our workforce pool might impact the future of safety management in the sector. Anecdotally, there are less people applying for jobs within the sector that would have historically attracted many more applications.

If there is less choice in recruitment (particularly with senior positions), then will that impact the quality of safety management within the sector?

Conclusion To continue delivering high quality, safe outdoor learning my view is that we need to: look at ensuring how we can continue to have a strong safety culture; set up ways of sharing practice and knowledge; and ensure that we have focused collaboration on safety across the entire sector.

I would love to hear all views and perspectives on this topic, so please email collectiveknowledge@outdoorlearning.org with your thoughts.

Acknowledgements I would like to thank Elspeth Mason who co-lead the Proactive Safety Management workshop, all those that participated in the workshop and Dr Dave Harvey for comments on earlier versions of this article. All of you have helped form and clarify my views.

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Collective Knowledge The Collective Knowledge Project aims to connect relevant information to individuals and providers in the sector to reduce incidents, improve quality of provision and support individual/provider development by encouraging a greater understanding of safety and risk management. It hopes to achieve this through Collection (awareness of current trends and themes across the sector), Curation (information and knowledge stored in a useful and accessible format) and Communication (develop ways of sharing knowledge and information widely and effectively).

MENTAL HEALTH

MATTERS Cory Jones looks at managing mental health distress in outdoor learning and provides a comprehensive guide for outdoor group leaders

Author profile Cory is an experienced outdoor practitioner with over 30 years’ experience leading groups on fieldwork and adventurous activities worldwide. He is also an ex-Head of Centre. Cory is a founding member of the First Aid Training Co-operative and over the past three months has been leading a working group of outdoor professionals to develop training on mental health, focused on the needs of outdoor practitioners.

Introduction Outdoor learning experiences offer some of the most rewarding and enriching opportunities for individuals. Whether it’s delivering guided rock climbing, biking, bushcraft, mountain or water experiences, the evidence is now overwhelming that getting into the outdoors is good for an individual’s mental health.

Outdoor learning practitioners play a critical role in ensuring the mental wellbeing of their participants on activities, whether the core outcome for the participant is adventure, skills development or socialising. This goes beyond focusing on traditional physical safety and risk management and should include the skills to deal with someone in mental health distress whilst on an activity.

Group leaders are often in the best position to notice when someone is struggling emotionally and their response can make a significant difference. In this article, we’ll explore how group leaders can manage mental health distress within their groups, offer effective support and create an environment where participants feel safe, heard and empowered. We’ll also explore the FIRST Incident Procedure - a structured approach to responding to mental health issues during outdoor activities - and how this can be used to help both participants and leaders navigate mental health challenges effectively. The FIRST procedure has been created by the First Aid Training Co-operative as a tool to use support someone in mental health distress.

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MENTAL HEALTH FIRST AID

SPOTTING THE SIGNS OF MENTAL HEALTH DISTRESS IN PARTICIPANTS Being aware of the signs of mental distress is the first step in recognising those who might be struggling. Some signs can be subtle, especially if participants are trying to hide their emotions. However, there are often visible clues that can signal the need for intervention. These can commonly include:

WITHDRAWAL: Participants who suddenly become disengaged or refuse to participate may be showing signs of anxiety, depression or being overwhelmed.

INCREASED IRRITABILITY OR MOOD SWINGS: An increase in irritability, frustration or emotional

outbursts could indicate underlying distress.

PHYSICAL SYMPTOMS: Anxiety can manifest physically, so if a participant is showing signs of excessive sweating, dizziness or trembling it’s important to check in with them.

LACK OF FOCUS: Struggling to concentrate or follow instructions could be a sign of emotional overload.

CHANGES IN BEHAVIOUR: If a normally confident participant suddenly becomes anxious or withdrawn, it’s worth considering whether there is an emotional issue at play.

By remaining observant and approachable, leaders can notice these signs early and offer support before issues escalate. But what do we do if we notice these signs or our gut feeling tells us that something is amiss?

Comparing mental health first aid to physical first aid If someone has sustained a physical injury, twisted ankle or a cut to the head then there is a first aid system most outdoor leaders would fall back on. This systematic approach is generally based on an ABC protocol, where we deal with priorities first. Does something exist for dealing with mental health incidents?

Both physical and mental health first aid share the goal of stabilising a casualty and ensuring their safety until further care is available.

In both cases, the response follows similar principles: assess the situation, provide immediate care within the scope of your training and seek professional help when necessary. After much thought and discussion with both professionals and laypeople, the First Aid Training Co-operative have developed an incident system to follow - for someone showing signs of mental health distress, this is comparable to using ABC for someone with a physical injury. The incident system is called FIRST.

The FIRST incident procedure: a framework for mental health support The procedure consists of five steps: Find out, Investigate, Reassure, Support/Signpost and Take care. Each step is designed to guide leaders through the process of supporting a participant in distress while ensuring the overall safety and wellbeing of the group.

FIRST Incident Procedure Using the FIRST Incident Procedure System for dealing with mental health distress: F – Find out or figure out if something is wrong. Be observant. Look for signs that someone is struggling, such as changes in mood, communication or engagement. Trust your instincts if something feels ‘off’.

I – Investigate. Start a conversation: ‘I’ve noticed you seem quiet today, is everything okay?’.

R – Reassure. Let the person know they are not alone and that you’re there to help. Use calm, empathetic language and avoid judgment.

S – Signpost and support. Provide immediate support, then guide the casualty toward other resources, such as their personal doctor, a mental health hotline or another trusted professional such as a teacher on a school activity.

T – Take care. Encourage the individual to engage in self-care when they’re ready. Remember to prioritise your own self-care to manage the emotional toll.

Step 1: Find out – recognising the signs of mental health distress The first step in the procedure is to find out whether the individual is showing signs of mental health distress. If you notice any unusual behaviour, such as someone becoming withdrawn, anxious or upset, it’s important to start the process of assessing whether further action is needed. By taking a moment to check in with the person, you can gain insight into whether they need help and, if so, what kind of support might be appropriate.

Step 2: Investigate – starting the conversation Once you recognise the signs of distress, it’s time to investigate the situation further by starting a calm and open conversation with the individual. Approach the participant with empathy and care, offering a safe space for them to talk about their feelings.

Ask open-ended questions to help the individual open up, such as: “How are you feeling today?”; “Is there something on your mind that’s making it hard for you to participate?”; “I noticed you seemed a bit quiet earlier. How’s everything going?”. The goal is not to force a conversation, but to create an opportunity for the participant to share their thoughts in their own time. By providing a listening ear, you help to validate their feelings and reduce any shame or discomfort they may feel. If the situation sounds serious then it is appropriate to ask about suicide. More on this later.

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MENTAL HEALTH FIRST AID

Step 3: Reassure – offering emotional support Once the conversation is underway, it’s important to reassure the individual that they are not alone and that it’s okay to feel the way they do. Reassurance helps reduce feelings of isolation and self-doubt, which are common among those struggling with mental health issues.

Statements like “I’m here to help” or “it’s okay to feel anxious or upset” can provide comfort and emotional relief.

Step 4: Support/signpost – directing to professional help After reassuring the individual, the next step is to support them by signposting. Often a quiet supportive conversation is enough for someone in distress, but sometimes it isn’t. If you are working with adults, you should point the casualty to professional mental health services. That might be encouraging them to speak to their own GP or suggesting a helpline - the instructor’s role is to guide them to the appropriate support system. If you are working with young people of vulnerable adults, then this could be a teacher or guardian who you can talk to about the activity. However, if issues around safeguarding arise this should be reported in-line with your organisation’s safeguarding policies. Generally, outdoor instructors are not doctors, therapists or counsellors. Avoid diagnosing conditions or making assumptions about what someone is experiencing. Instead, focus on listening, supporting and guiding them to get the appropriate support.

Step 5: Take care – encouraging self-care Encourage the individual to take small, manageable steps to improve their wellbeing. Relaxation exercises, self-care techniques and spending time alone to recharge can help the casualty rebuild their emotional resilience. It’s also essential for the group leader to model healthy self-care habits and make sure they are looking after their mental wellbeing too. At this point it is important to note that this is NOT therapy. The FIRST Incident Procedure is a tool to help manage someone on an activity showing signs of mental health distress.

Adjusting plans for mental health Outdoor instructors often need to adapt or change their plans when someone has a physical injury or is starting to show signs of tiredness or is getting cold. Dealing with mental health incidents is no different.

If a participant’s distress requires attention, adapt the activity to prioritise their needs. This may involve pausing the activity, ensuring they’re safe or assigning someone to stay with them while the group continues. It is worth noting that mental health is as important as physical health, so changing plans should be normalised.

Should we ask about suicide?

Yes. If you suspect someone may be suicidal, ask the question directly. Research confirms that asking about suicide does not increase the risk; instead, it shows that you care and provides a vital opening for them to share their feelings. Use empathetic phrasing, such as: 'Sometimes, when people feel like this, they think about suicide. Is that something you’re feeling?'. This can help gauge the severity of the risk and inform next steps. If they confirm they are feeling suicidal, then dealing with this becomes a priority action and call the emergency services (police) as soon as possible. With a life-threatening physical injury, you should call the emergency services immediately, so why would it be any different for someone at risk of suicide?

Conclusion With the rise in mental health challenges among young people and adults alike, it’s crucial that outdoor learning practitioners are equipped to manage mental health distress effectively. The FIRST Incident Procedure provides a framework that supports both the individual in distress and the overall group dynamic.

Dealing with mental health distress during outdoor activities requires the same calm, professional approach as responding to physical injuries. By observing signs of distress, engaging in compassionate conversations and using the FIRST system, outdoor instructors can provide immediate support and guide individuals towards further help where relevant. Mental health is as vital as physical health and, as leaders, we should normalise seeking help and adapting plans when someone shows signs of mental health distress. Ultimately, this reduces the stigma associated with mental health and mental health illness.

First Aid Training Co-operative would like to offer IOL members the opportunity to download a free copy of the recently produced digital

13 HORIZONS (109) SPRING 2025

autism

and outdoor learning AN AUTISTIC PRACTITIONER’S PERSPECTIVE

Author profile Marwen Cronin (They/Them) is a passionate outdoor educator specialising in immersive and sensory learning such as food growing and woodland skills.

They work with a range of ages and are a committed advocate for the rights of disabled and neurodivergent youth to access and learn from green-spaces.

Introduction My name is Marwen and I am a Director of We Are Wonder, an outdoor learning community based in Glasgow which facilitates consent-based, self-directed and nature-led learning for all ages. I work as a lead facilitator, holding space during sessions for the group, providing facilitation and scaffolding where needed and offering crafts and bushcraft skills.

I currently work across three projects for young people - ‘The Nest’, ‘Den’ and ‘Roost’ - and work behind the scenes bringing expertise in social impact monitoring and land management.

I have just concluded a three-day event ‘Tangles in the Trees: a Celebration of Outdoor Neurodivergent Play’ with my friend and fellow autistic play-worker Max Alexander. I am autistic and I am particularly interested in the ways that outdoor play can be a powerful source of joy and inspiration for neurodivergent youth.

Time in green spaces When I spend my time in green spaces and amongst growing things, I am reminded of my organic self. It is the experience of being simultaneously in and of nature that helps me connect my consciousness with my blood, bones, muscles, my aches, pains and senses. This ephemeral awareness is, at times, for me a distant echo or a tiny voice, though when I am in distress it thunders and stamps, demanding attention at the expense of everything else.

Through a quiet awareness of self and of my body existing in space, I gain a greater awareness of my exact, in-the-moment mental state: Am I tired? Thirsty? Joyful? Then come my spoons. Christine Miserandino coined spoon theory at a college

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cafe to better explain what it’s like living with a chronic illness, using spoons as a stand-in for finite units of energy. A person living with a disability, mental illness or chronic pain has only so many spoons to spend on accomplishing tasks and must be meticulous with their decisions on what to use their spoons for to avoid risking burnout or a health relapse.

For many neurodivergent people, including me, this concept resonates and can be used as a framework for discussing our capacity on any given day (1). I consider the spoons I have lost through exertion, through complex social interaction and through sensory overwhelm and then I consider those I have to spare. While it is a very simplistic stand-in for the complex emotional and physical reality of, in this case, my neurodivergence, it is an incredibly useful tool for communicating my often quite variable needs to others.

Awareness When I spend time in the woods, I am more able to give myself time to notice these things about myself and to take stock of how they will affect my day or my week. It is a space that inspires stillness, reflection and in-the-moment sensory feedback in a way that indoor spaces just don’t do for me.

A comfy sofa in a heated room leaves my mind dull and my body sleepy, but give me a hammock or tree swing in the woods and there is nothing I find more peaceful! I could gaze up at a canopy for hours in early springtime and look for patterns amongst the leaves, for signs of crown shyness or symmetry.

When I’m working, I authentically tap into my playful self with the basic and stripped-down nature of our sessions, and the endless sources of inspiration that the woods can bring. I find quiet, contemplative joy in the unravelling of string, then exhilarating order in the weaving of nets, webs or mouse-sized ladders. I find a lot of satisfaction in a stick, carefully selected for its assigned purpose; I enjoy whittling away some of its imperfections and bringing others to light as it takes the form of a gnome, mushroom, spoon or a humble tent peg. I experience joy and pleasure in sharing my special interests in tree taxonomy, in traditional crafts, in agricultural, green woodworking hand tools and in collaborative storytelling with the many curious young people in my care.

I love to have a project always in hand or on the go, something to weave or whittle to occupy my hands and my senses as I assist in the day’s activities and listen to the needs of the group. I randomly and sporadically stim – uttering small nonsense words, humming, flapping my hands or steepling my fingers.

These self-stimulating actions and sounds soothe my emotions and provide relief and distraction from discomfort.

The perfect environment Communication, processing words and simultaneous conversations can leave me feeling exhausted and fragile after work – sensory overload from voices, high winds, loud lawnmowers and the constant hum of traffic that is unavoidable in an urban Glasgow park all chip away at my resilience. During sessions I can find myself stuck in the minutiae, wading through small conflicts, trying to keep one eye on the future and communicating to the group what will be happening. I believe this makes a difference to their comfort as well as my own ability to anticipate my needs before they overwhelm me.

Even when I am low on spoons, I often act as a mirror for the group. I can reflect the vibe and energy of an individual at play and resort to unconscious mimicry that adds weight to their comedy and turns silliness into full on skits. In this way, I become less conscious of my position as an ‘adult’ and better tune into the group. As a wild woodland being, I can let go of social expectations, unmask a bit, and seek to use my imagination to weave stories, to entertain, to collaborate in world-building and role-playing.

It is a huge privilege to be able to live and work in an environment so well suited to my needs. To take a playful approach to life and work is a balm to anxiety and leaves me the spoons and emotional bandwidth to focus on the young people themselves, finding new ways to relate to them and to facilitate their learning.

References 1. https://neurodivergentinsights.com/blog/ the-neurodivergent-spoon-drawer-spoon-theory-for-adhders-and-autists Image credit: All images apart from cover image by We Are Wonder.

Photographers retain copyright.

15 HORIZONS (109) SPRING 2025

unifying the

outdoor sector The Hong Kong Outdoor Learning Association’s impact on education and careers

Author profile Dave Addis serves as the Head of Outdoor and Experiential Learning at an innovative secondary school in Hong Kong, as well as a founding director of the Hong Kong Outdoor Learning Association.

With a master’s degree in outdoor education, he specialises in integrating outdoor learning into the curriculum, fostering real-world connections and empowering students to engage with and care for their environment.

Author profile Mike Thomas, originally from the UK, has been based in Hong Kong for over 13 years. He is currently a Technical Expert for companies and schools, offering training and guidance on their operations.

He specialises in incorporating emotional intelligence into experiential programmes. Mike also holds directorial positions at Asia Adventure Sports and Outside-In.

For over a century, outdoor education in Hong Kong has grown steadily, introducing many young (and older!) people to the joys and challenges of nature. From early organisations like the Scout Association, founded in 1915, and The Duke of Edinburgh’s Award (now called the Hong Kong Award for Young People) in 1961, to Outward Bound’s establishment in 1970, the sector has provided countless people with experiential learning opportunities. But, despite its growth, the outdoor education sector has faced significant challenges - fragmentation, lack of consistent standards and limited recognition as a viable career path. That changed in 2023 with the formation of the Hong Kong Outdoor Learning Association (HKOLA) - a unifying organisation with a bold vision for the future of outdoor and experiential education. HKOLA has been spearheaded by a small group of individuals from schools and outdoor experiential education providers. Today, HKOLA is playing a pivotal role in creating a cohesive, professional and sustainable outdoor education sector in Hong Kong. Check out Horizons 107 for a closer look at how HKOLA formed. This article will explore the impact of HKOLA on both education and careers and why it is crucial for educational institutions to get involved.

The need for a unified voice in outdoor education In Hong Kong, developing outdoor learning comes with a mix of cultural and historical hurdles. The city’s history and rapid growth often leads to a focus on academic success, leaving experiential learning on the sidelines. With a crowded urban landscape, limited green spaces and packed timetables, outdoor education often struggles to find its place in schools. This backdrop has led to several systemic challenges that have long hindered the development of outdoor education within Hong Kong.

Lack of regulation – Unlike some countries with national standards, Hong Kong does not have a unified framework

governing outdoor education providers. This makes it difficult to ensure consistent quality and safety practices across the sector.

With only limited guidelines from the government and individual qualification frameworks being fragmented and not in-line with industry needs, there is a disparity in safety and quality between different providers.

Fragmented curricula – With a stronger focus on academic excellence in schools, outdoor programmes are often treated as a break-away rather than an integral part of the student’s learning journey. A lack of understanding of the benefits of a welldesigned programme leads to missed opportunities for learning, effective transfer and application back to school and home life.

Under-appreciation as a career – Careers in outdoor education are often undervalued in Hong Kong, frequently viewed as a “side hustle” until a more stable job is secured. This perception is compounded by cultural attitudes towards manual outdoor work, a lack of recognition for technical qualifications, limited professional development pathways, relatively low income and insufficient awareness of the positive impact these programmes can provide.

Instructor shortages – The perception of outdoor education as an unskilled and unimportant job had already limited Hong

Kong’s pool of experienced staff. The Covid-19 pandemic further exacerbated this precarious situation, leading some seasoned instructors to leave the sector—and, in many cases, the city altogether. In response, providers resorted to hiring less-experienced seasonal and freelance staff to manage fluctuations in programme size. However, this shift often resulted in lower organisational commitment and disparities in the quality and safety of instruction across staff and programmes.

Recognising these issues, HKOLA was founded to address these gaps, represent the interests of educators and providers and establish industry-wide standards for both the client organisations and providers.

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Milestones and achievements Since its inception, HKOLA has wasted no time making an impact. Some of its significant milestones include:

1. Outdoor education conferences HKOLA hosted its first outdoor education conference in January 2024 and a second in December 2024, uniting educators from Hong Kong, Singapore and southern China. Instead of passive lectures, the conferences focused on interactive discussions and creating actionable outcomes. The outcomes of discussions serve as waypoints for the association’s future work, highlighting HKOLA’s commitment to fostering collaboration and innovation. Some of the topics presented included: LGTBQ+ discussions; Forest Schools; professional recognition; and techniques to improve engagement and outcomes.

2. The Provider Badge One of HKOLA’s standout initiatives is the launch of the Provider Badge. Similar to the UK’s Learning Outside the Classroom and Adventuremark badges, this accreditation assures clients that badged organisations meet stringent standards in areas such as insurance coverage, risk management, child safeguarding and staff training. Several providers have already earned their badges, setting a precedent for excellence. The next stage for the badge is to add in design, facilitation and contingency plans, thereby creating a comprehensive accreditation.

3. Partnerships and professional growth Through partnerships and professional certifications, HKOLA is elevating outdoor education as a legitimate and respected career choice. These efforts combat the historical undervaluing of the field and provide instructors with clear opportunities for growth. To bolster professional development, HKOLA has partnered with respected organisations like the Institute for Outdoor Learning (IOL), Hong Kong Playground Association and the Hong Kong Design Institute. Through initiatives like the RPIOL (Registered Practitioner of the Institute for Outdoor Learning) scheme, the association is starting to offer formal pathways for staff development and credentialing. Adding in conversations with local universities and apprenticeship schemes adds credence to the outdoors as a viable and recognised career path.

4. Advocacy and influence HKOLA recognises that collaboration, not competition, is key to the sector’s success. By hosting events and building a network of like-minded professionals, the association is cultivating a sense of community that benefits everyone involved. HKOLA has garnered attention from key stakeholders, including providers, local schools and environmental groups. This growing interest signals a turning point, affirming the association’s role in shaping the future of experiential education in Hong Kong. Next steps include conversations with government departments and local qualification frameworks. Membership continues to grow as more and more people recognise the need to highlight the benefits of the sector.

5. Promoting sustainable practices Environmental stewardship is at the heart of outdoor education. HKOLA’s emphasis on sustainability ensures that the sector not only nurtures students, but also preserves Hong Kong’s natural resources for future generations. Unifying government departments, environmental researchers and outdoor providers and helping them see that we are all working towards the same goals was a key aim of the last conference.

Looking Ahead The Hong Kong Outdoor Learning Association is not just an organisation; it embodies a movement aimed at creating a unified, resilient and innovative outdoor education sector - essential for both Hong Kong and the world. As our world becomes increasingly volatile, the skills and attitudes fostered through outdoor experiences become more and more vital.

By fostering collaboration, establishing standards and advocating for best practices, HKOLA is poised to leave an indelible mark on the education landscape in Hong Kong and transform the lives of not just the students that attend programmes, but also the providers of those experiences. Together, we can ensure that every student has access to safe, high-quality outdoor experiences that inspire a lifelong love of learning.

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TIME TO GO OUTSIDE Author profile Anna Thompson is the Education and Learning Manager for Nene Park Trust in Cambridgeshire and a specialist in Curriculum Based Outdoor Learning. She is a qualified teacher and Forest School and Outdoor Learning Trainer, with over 20 years experience delivering outdoor learning. Anna is also co-chair of the IOL Curriculum Based Outdoor Learning (CBOL) and Field Studies Professional Practice Group (PPG).

Wild Art

NEW SERIES

Introducing this brand new series In her Spotlight article in the last edition of Horizons, Dawn Thomas introduced the newly formed Curriculum Based Outdoor Learning and Field Studies PPG. She highlighted that one of the greatest barriers to undertaking Curriculum Based Outdoor Learning (CBOL) is teacher confidence. Newly qualified teachers often leave their training with a “toolbox” of adaptable classroom activities to suit different subjects and students, but with no parallel equivalent for teaching outdoors. In this series of articles, the Curriculum Based Outdoor Learning (CBOL) and Field Studies PPG will be bringing you a selection of outdoor learning activities which can be used in a variety of different contexts, to help you deliver your curriculum requirements, wherever you teach and whichever age group you work with.

This activity is inspired by the work of natural artists such as Andy Goldsworthy and Richard Long. Artworks are created in the natural environment, using found materials. This is great for anyone taking their first steps into outdoor learning, as it means you do not need any specialist equipment! When completed, the finished works of art are left to dissolve back into the environment that created them. Although there are obvious links to the teaching of art subjects at any level, wild art doesn’t have to be restricted to art lessons. Creating pictures outdoors from natural materials is a great alternative to any classroom-based learning that involves drawing and labelling diagrams. The physical process of creating the artwork will appeal to tactile learners and working as a team to create artwork helps learners develop social and communication skills. Using natural materials to recreate an image involves more active learning than simply copying from a textbook, meaning the learning is more likely to become embedded.

How to do it 1. Choose your location This activity works best in an outdoor location with plenty of natural materials available for your learners to use, so an area with a range of trees and shrubs is good. It is also helpful if the area is a little sheltered from the wind, as you don’t want your artworks to blow away! I find it works best if you have quite a large area available for collecting materials and use a smaller central area as your meeting point and “art gallery”, where the artworks will be created.

2. Introduce the task Gather your learners together in your central area and explain that they will be working in teams to create natural works of art. Point out that you have no art materials with you and ask for suggestions of the kind of things they could use.

If learners are struggling for inspiration, you could have some pictures of works by natural artists to provide ideas and generate discussion. Some learners may benefit from using sticks to create “picture frames” as boundaries for the artwork. You can choose how strict you want to be on whether or not learners have to keep their artworks within these frames, or if they can be allowed to “escape”! This is also a good time to introduce some health and safety guidance.

You should do your own risk assessment for the area you are using, but relevant considerations are almost certain to include scratches, stings and illness caused by ingestion of harmful substances.

3. Collect materials At this point it is a good idea to set some ground rules for where and what your learners are allowed to collect! My advice would be to limit learners to using items which are already dead (e.g. sticks/fallen leaves) or have never been alive (e.g. stones).

This prevents damage to the environment and reduces the risk of stings, prickles etc.

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4. Create the art Supervise learners as they work together, or alone, to create their works of art. Be prepared that some may need to collect additional materials if they find they do not have enough. Set a time limit and provide regular time checks, so that your learners know how long they have left.

5. Hold an exhibition Once the artworks are complete, you can hold an exhibition to allow learners to view each other’s creations. It can be nice to take the whole class to each artwork in turn and allow the group who created it to talk about their creative process and what their art shows. Be prepared to ask some questions yourself to help generate discussion!

6. Make a record Your artworks will be left to dissolve into the environment. However, if you want to keep a permanent record, artworks can be photographed and copies stuck into books/folders for record keeping.

Adaptations/curriculum links Wild art activities can be adapted to use with almost any subject, curriculum or age of learner. You also don’t need to limit learners to creating two-dimensional artworks either. Adding a three-dimensional element can add interest and capacity for even more learning applications. The following are a few suggestions - see what you can come up with, the only limit is your imagination!

Art Artist profile - the art curriculum in England requires learners to ‘know about the work of a range of artists’. Use wild art as a stimulus to learn about artists such as Andy Goldsworthy and Richard Long, whose works are inspired by the natural environment.

Geography River landforms - use natural materials to make a model river showing landforms created by river processes. You could provide label cards for key features which must be included (e.g. oxbow lake, tributary, delta etc.).

History Types of castle - students work in groups, each group is given a description of a different type of castle (e.g. motte and bailey, stone keep, concentric circles) and must create a model using natural materials. Once the models are made, see if pupils can identify each other’s castle types. Discuss how and why castle design changed over time.

Maths Geometry and measures - use natural materials to make a variety of two-dimensional shapes on the ground (e.g circles, triangles, parallelograms, trapezia etc.). Use mathematical knowledge to solve problems related to the shapes, e.g. calculating

Conclusion Hopefully this article has given you some ideas for introducing outdoor activities into your teaching practice. Look out for more ideas in future editions of Horizons. If you are excited to find out more about Curriculum Based Outdoor Learning, check out the Teaching Hub on the IOL website and join the Curriculum Based Outdoor Learning and Field Studies group.

Image credit: All images apart from cover image by Nene Park Trust.

Photographers retain copyright.

19 HORIZONS (109) SPRING 2025

climbing inclusion

PART 1/2

and

In part one of this two-part series, Paul Kellagher recounts an inclusive climbing adventure Author profile Paul Kellagher is a qualified Mountaineering and Climbing Instructor, Canoe Coach and Social Worker. He has a passionate interest in making the outdoors accessible for people with a disability. With 35 years’ experience delivering outdoor adventure programmes, he also works as a Technical Advisor for outdoor centres and climbing walls and delivers the Climbing for All programme across Ireland. He has recently established a new company, Accessible Adventures Ireland.

A story from Ireland I’ve been passionate about making mountaineering and climbing more inclusive for most of my career, but at the beginning of 2023 I was determined to make inclusion a major focus of my mountaineering work. As a selfemployed mountaineering and climbing instructor with a background in community development, I was aware that I wasn’t going to achieve this on my own. Fortunately, Mountaineering Ireland were also starting to look at their own inclusion strategy and Ricky Bell, the Youth Development Officer in Northern Ireland, shared my passion.

A starting place There wasn’t a long-established background to inclusive climbing in Ireland, so the starting place was some workforce development. I had already been delivering the Climbing for All course for several years having worked closely with Graeme Hill across the UK to help me get things set up. Climbing for All provides an introduction to both theory and practice in inclusive climbing for instructors and offers a solid introduction to inclusive climbing. However, I knew that a deeper dive into technical skills and ongoing instructor support would be needed if the project was to be successful. So, an additional day of skills training was designed while competency statements and a mentoring plan were added - the first six instructors in this phase completed two days of training in January 2023, with further courses throughout Ireland in the spring.

In late spring 2023, Mountaineering Ireland had started to deliver a series of open inclusion sessions in Belfast and Tollymore National Outdoor Centre, so it felt like things were off to a good start. What we hadn’t really considered, apart from a few social media posts, was how to promote this important work - that came later...

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Laura’s challenge During one of our early sessions, a young woman turned up for her first climbing session. Laura was looking for new challenges in her life having sustained a serious spinal cord injury the October prior.

Having spent five months in hospital she was keen to get involved in an adventure. Most of us have had that magic moment of coaching when someone is instantly hooked by the buzz of climbing - that was Laura. She quickly came up with the request to “do something extreme to mark a year on from her accident”. Ricky and I, both committed to adventure at heart, thought this an excellent idea. Meeting client expectations has always been an important aspect of my mountaineering work, so this needed to be something special to meet Laura’s definition of adventure.

When Laura returned for the next climbing session, we had hatched the basis of a plan.

Let’s abseil off the giant overhanging Rathlin wall at Fairhead. So, we were on - a few provisional dates in October 2023 were set aside in the diary to allow for Atlantic weather and the training in earnest began. We had to work out a plan for getting back out again.

Using the standard 3-1 pulley system Laura had already used in earlier sessions, the plan was she would jumar out, ascending on a system of pulleys and ropes to enable her to make upward progress – primarily on a completely overhanging cliff in free space.

The Rathlin wall is just shy of one hundred metres - our choice of route was deliberate, by choosing a big overhanging section Laura would be able to transfer most of the weight away from her legs and into the harness.

Down was a straightforward, if somewhat exhilarating, run to the bottom. Our plan for getting back up was to use a 3-1 hoist system with a Pro Traxion pulley as progress capture, pulley systems like this are common in inclusive climbing, with a few portaledges to rest on.

Preparation But how do you prepare someone who is new to climbing for the experience of a big crag like Fairhead. In reality, you can’t fully prepare until you get there. This would be Laura’s fourth abseil, but she talked a lot about the importance of how we build that sense of trust as a team in preceding sessions. In the next issue of Horizons, you’ll read Laura discuss how climbing has become so important to her and significantly aided her recovery.

Summer passed and in early October, a year on from Laura’s life changing accident, the team assembled at the top of Fairhead.

We rigged as much as we could in advance of Laura’s Fairhead adventure - standing at the top of Fairhead the day before with two one-hundred metre ropes wrapped around each other in the wind was the only point of doubt for me. Hauling them back up to untangle, I wondered if we had mismatched the plan with Laura’s needs. I needn’t have worried.

On the Sunday morning, having camped over, I was carrying gear across the moor above the crag as a perfect sunrise broke over a flat calm Lough Doo - we were on. Halfway through the day, four of us were sitting on the portaledge beneath the big roof on the Rathlin wall eating lunch and feeling super stoked.

Laura was a part of the climbing community. Her infectious enthusiasm and joy were wonderful, as was her desire to use the event not only as a personal challenge, but as a fundraiser for the Outdoor Partnership - a charity with a mission to reconnect communities with the outdoors. These funds would enable others with a disability to participate in adventurous activities.

Laura has continued to climb, has completed her Indoor Climbing Assistant award and has coached alongside us over the last year. She has also been back to the Fairhead meet and climbed Gerona in 2024 and, as a Mountaineering Ireland member, she continues to be a key advocate for inclusion.

Check out the next issue of Horizons to read Laura’s story.

Conclusion Whilst on the portaledge we shot a video interview with Laura. Ricky is seldom found without a camera on his adventures and the subsequent video he produced quickly spread news of our work. Whilst the whole point of inclusion is to break down barriers, there is an often-used expression in sport - ‘if you can see it, you can be it’. We all need to see people with a disability actively involved in adventure. This was the piece of publicity that we hadn’t planned but was exactly what was needed. My inbox exploded with enquiries and, supported by Mountaineering Ireland and Sport Ireland Dormant Accounts funding, I have subsequently been to every major climbing wall in Ireland from Derry on the North coast all the way down to Cork. In 2024, a total of fifty-four Instructors have attended two days of training with me.

What has quickly followed, like embers fanned by the winds of change, has been a growing number of inclusion programmes for people with a disability to get into climbing. I’ve continued to mentor and support these sessions and the feedback from participants and family members has been fantastic. It’s worth pointing out that at the last census 20% of the population in Ireland and 22% in Northern Ireland declared they had a disability. That’s over a fifth of the population. In that sense, inclusion should be a key pillar of everything we do. I’m delighted to see that Mountain Training UK and Ireland has a strong commitment to supporting disability access in its 20252030 Strategic Development Plan.

It’s a much-needed lead.

So, what have we learned from the last two years? Inclusion of people with a disability requires deliberate action and committed people who are prepared to extend their skills. It has also affirmed that climbing means so much more to us all than just the physical challenge. The more you talk about inclusion and promote it, the more interest there is. A clear plan to share the work you are doing is critical. I’ve met passionate people eager for adventure and instructors more than willing to support it. The route ahead looks exciting.

Image credit: All images provided by the author. Photographer retains copyright.

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WINTER

WONDERLAND Heather Tuffs reflects on the impacts of a winter expedition and how it might help young people develop essential life skills

Author profile Heather Tuffs worked for eight years at Bewerley Park Outdoor Education Centre, where she gained the knowledge, skills and qualifications which led her to her current job – a mile down the road at Nidderdale High School – where she has worked for the last three years. Here, she works with young people over a sustained period of time to assist their long-term development, while inspiring a lifelong love of adventure and wild places. She also teaches mountain skills to adults at Glenmore Lodge.

The ethos behind NiddVenture At Nidderdale High School in North Yorkshire, the NiddVenture programme is more than just an extracurricular activity, it’s a foundation of the school’s educational philosophy. Taking advantage of our beautiful rural surroundings, NiddVenture was developed to address the needs of the ever-growing number of children whose developmental requirements are not met by the traditional education model, as well as to provide outdoor education opportunities to all students. This was based on the beliefs that outdoor adventure and activities that challenge perceived limits can inspire, motivate and provide life-enhancing developmental opportunities.

NiddVenture has been in existence for over three years and is continuing to flourish with an ever-growing list of educational opportunities that take place as part of the regular school day and as extra-curricular activities. As well as traditional outdoor education, an array of other opportunities have been developed to give true responsibility and empower students as valued members of society. These include: a regular service of grocery and pharmaceutical deliveries to elderly residents on our NiddVenture fleet of delivery bikes; cooking and gardening for the elderly; a community bike maintenance service; dry stone-walling; work experience in local shops; and delivery of outdoor education activities to local primary schools with Nidderdale High students acting as trainee outdoor instructors.

NiddVenture has been especially transformational for those children with specific additional learning needs. These students regularly shine when given true responsibility and when placed in an environment in which they can display their many strengths. The unique nature of some of these projects and interventions allows us to attempt to meet needs that cannot always be catered for in a mainstream class of thirty young people.

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All students also have the opportunity to participate in the following to ensure that outdoor opportunities filter down throughout the school: NiddVenture Rewards Trips, where a day of outdoor adventure is granted to recognise good behaviour choices; field studies and challenge days that incorporate outdoor learning into the traditional school curriculum; The Duke of Edinburgh’s Award; after-school trail running and mountain biking clubs; and adventurous trips both locally and further afield to the Scottish Highlands, for those students who show interest in further outdoor adventure.

Our first Scottish winter trip

Why a winter expedition?

A recent winter mountaineering expedition to the Cairngorms was designed as an opportunity to extend and expand the horizons of seven students who had already displayed their resilience, fitness, commitment and ability to cope with challenges and adverse weather on our summer trip to the Scottish Isles of Eigg and Rum. As well as participation in the school’s Duke of Edinburgh programme and regular attendance at the after-school trail running club, these students also had to complete an application form, attend an interview and participate in a fitness test to gain their much sought-after place on this inaugural trip. They also had to agree to abide by the strict ‘No Phones’ policy.

The decision to focus on winter mountaineering skills and remove students from their normal environment was deliberate. The winter mountain environment presents unique challenges that require heightened awareness, thorough planning, preparation and discipline. By dealing with these conditions, students learn to assess risks, take personal responsibility, develop greater resilience and appreciate the importance of real teamwork. The Scottish winter mountain landscape is also one of extreme natural beauty and it was hoped that this new environment would inspire, empower and assist a highly motivated group of students in realising their potential.

The activities undertaken on the winter trip are not often available to school-aged children, especially from state schools, and they certainly made the most of every opportunity presented to them. From ascending and descending mountains in deep snow, to walking on ice and learning winter mountaineering skills, to snowball fights and the Team Nidd Winter Olympics - personal achievement, pushing beyond comfort zones and plenty of fun were firmly on the list.

In comparison to many school trips, the cost of this expedition was minimal. It was designed to be affordable to all by using basic self-catering accommodation, preparing all our meals from scratch as a team (with a focus on creating healthy, nutritious food) and through the use of our own school minibus for transport. Additional financial assistance was available to any young person who required it, to ensure the opportunity was available to all. All participants also had access to the school’s array of high-quality outdoor clothing and equipment, which ensured lack of suitable kit was not a prohibitive factor in participation. This trip aimed to convey the message that outdoor adventure and the enjoyment of the natural world is one of the most affordable pleasures.

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Reflections from the expedition The expedition was transformative for the whole team. Dulcie, one of the participants, reflected, “I absolutely loved being in the Cairngorms and it taught me that you often have to get out of your comfort zone in order to get the best experience possible”.

“

Jack, now in his final year at Nidderdale added, The scenery and beauty of the Cairngorms is unmatched. From the towering peaks of the Cairngorm mountains that we climbed, to the beauty of the trees on our evening walks. This trip has made me see the beautiful places that the national park has to offer and has offered me a chance to work with one of the most amazing teams that you could ever want to have by your side.

Student Ellie described how the whole team felt at the end of the trip, “it’s the most magical, unforgettable experience I’ve ever had. I can’t put it into words how amazing it was”.

One of the trip parents expressed,

“

”

My daughter still has the twinkle in her eye now. I know from personal experience how transformational these kinds of adventures can be for young people. I am sure youngsters from Team Nidd will take the resilience, skills and memories from this trip forward with them throughout their whole lives.

From a Trip Leader’s point of view, witnessing the students’ enthusiasm, resilience and superb teamwork on this trip highlighted the value of real outdoor adventure and its immense ability to teach valuable life skills. It was an incredibly special trip to share with this team and I am very grateful to have been given the opportunity by our enlightened Headteacher, Kath Jordan, to turn a vision into reality. It’s an absolute pleasure spending time with such a committed, caring and enthusiastic group of young people and a huge joy to see them growing as adventurers and valuing all the life enhancing opportunities available to them.

Looking ahead: the lasting impact The skills and insights gained from this expedition are intended to serve as a stepping stone for students’ future endeavours. Wherever life takes them, the resilience, confidence and teamwork developed on this trip will surely prove invaluable. In the long term, this trip may also contribute to providing these students with the interest, knowledge and skills to tackle important environmental and sustainability issues as they progress into adulthood.

To continue this journey, the planned next step is to show the recent winter trip team what is possible locally and sustainably, without the need for dependence on adults or private vehicles. For this reason, we will be using public transport to reach the start of our next adventure. The team will be walking from school to the local bus stop, catching a bus and train into the heart of the Yorkshire Dales and walking back to school over a weekend, camping along the way. The team will be responsible for the planning of the route and trip logistics, in an attempt to empower them with the knowledge that they are capable of creating their own adventures. It is hoped that this will then extend to the team planning their own adventure in the summer, unaccompanied by adults.

The recent NiddVenture winter trip and forthcoming adventures, exemplify Nidderdale High School’s commitment to using outdoor learning as a powerful tool for personal growth. By challenging young people through real, uncontrived outdoor adventure, it is hoped that they will be empowered to navigate the complexities of life with confidence and happiness and continue exploring, learning and contributing positively to society.

Acknowledgments Many thanks to Glenmore Lodge for their understanding of the value of these experiences and hugely contributing to getting the winter trip off the ground with their unfailing support, generosity, welcome and commitment to inspiring adventure in people of all ages.

Image credit: Images provided by the author. Photographer retains copyright.

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HUNG UP ON HAMMOCKS Validating the use of hammocks in outdoor practice

Author profile Luschka van Onselen from Wild Therapy IOW is a Wilderness Therapeutic Practitioner and soon-to-be Integrative Therapist working on the Isle of Wight. She never outgrew asking ‘why’ and has a particular interest in what makes people who they are, which has proven useful in her work with young people and adults in the outdoors. She is also the Chair of the Institute for Outdoor Learning Bushcraft Professional Practice Group.

For as long as we’ve been using hammocks in our forest schoolbased wilderness therapeutic alternative provision settings at Wood Learn Forest School and Wild Therapy on the Isle of Wight, we’ve had to justify to funders why we ‘let’ our young people “do nothing” or “laze around” and call it a successful or valuable session. Over the years we’ve collated hundreds of examples and references that initially confirmed our suspicions and ultimately underpinned our belief in the physical, social, emotional and mental health benefits of time spent in hammocks under trees.

Here are some of the things we’ve learnt with our experience of hammock use with our participants over the last fifteen years.

Participant names in this article have been pseudonymised.

Keiron’s story Keiron was a small 9-year-old boy from a challenging background. He saw his birth parents one afternoon a week and destroyed his classroom the following morning each week, leading to isolation and exclusions. We were called in to do one-to-one sessions and we introduced hammock time from the start. After anything from fifteen minutes to an hour he would come out of the hammock of his own accord, ready to engage with activities and later return to the classroom. Often while ‘doing nothing’ he would disclose the lies his parents were telling him, leading to his ‘behaviours’.

The mere fact of being outdoors is good for you, but what makes the hammock especially useful in this setting is that the gentle swaying motion of a hammock can trigger the parasympathetic nervous system (the ‘rest and digest’ state), helping participants calm from emotional overloads or meltdown states (1).

When a participant is looking up at the patterns created by leaves or clouds from their hammock, the viewing of these fractal patterns in nature has been shown to result in a 60% reduction in stress because of the human brain’s natural inclination for processing fractals - we are literally placing our brain back into its natural state, which causes relaxation, reduces mental fatigue and increases focus (2). Not to mention the phytoncides and terpenes that we breathe in - especially in coniferous forests - reduce anxiety and depressive disorders and lower adrenaline and the stress hormone, cortisol (3). In Keiron’s case, being ‘held’ by the hammock regulated his stress, anger and anxiety and offered him space to connect in a nonthreatening way.

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Fin’s story Fin loves the hammock, but, more importantly, loves throwing himself out of the hammock and hitting the ground. Initially this was mildly terrifying to us, but his mum attended the sessions with him and said that he liked throwing himself against things. We began choosing our hammock spots with extra care - no stumps, no sticking out roots, no stones, moss if we could find it. For the first part of the session, Fin will repeatedly topple himself out of the hammock whichever way he can, but eventually he will lie down, settle into it and allow others to play with him. Fin worries about being rocked in case he is toppled out of the hammock, so seeks reassurance that the person rocking him won’t throw him out – trust building (4) - despite how he likes to throw himself out! He also enjoys the rhythmic motion of being rocked, but only after several proprioceptive jolts to his body. It’s often a good way to get him to start a session, so that he is then more receptive to activities and instructions.

Impulse control is another benefit of time spent in a hammock. Every action, every movement, has a direct outcome. In this way, the hammock provides an opportunity for the safe testing of boundaries, of choice and consequence, of cause and effect. This might be the start of that process for a young person, but we do need to start somewhere (5). Trust is, once again, an important part of this process which also allows for the introduction of social interactions. Aside from highlighting body awareness, – a difficult concept to understand for someone who doesn’t have trouble with proprioception - this sense provides calming, organising and regulating input to your nervous system, playing an important role in combating dysregulation (6).

Billy’s story Billy and his mother had been attending sessions with us monthly for almost two years. He was always angry and quite violent in his self-expression. He avoided the hammock because he didn’t ‘trust’ it. One day, he was standing near the hammock, watching someone else. I asked if he’d like to try next and he answered “no, it’s stupid”. Using growth mindset-type suggestions of other things he’d thought were stupid, but ended up enjoying, he agreed to lean against the hammock, then to sit in it and eventually to lie down in it. Not only did he get into the hammock, but he was worried about getting out as someone would take his place! He was able to figure out how to move his body in a way that rocked the hammock, but not too much, and tilted it without dropping him out of it. He was also very conscious of it closing over him, which he didn’t like at all, so figured out how to use his arms and legs to keep the sides from covering him.

Aside from the trust and personal growth for this participant, what he got out of his hammock time was proprioceptive input – understanding where his body was and how to make it control the hammock – and vestibular input from the rocking and swaying. This dynamic motion stimulates the vestibular system, located in the inner ear, which helps us understand movement and position in space, promoting relaxation and decreasing stress. Once settled, the participant feels calm and grounded. The cocoon-like feeling can offer deep pressure, similar to a weighted blanket, which is soothing for anxiety and sensory processing challenges (7).

Henry’s story Henry had been excluded from school and was referred to us because he didn’t engage with anything and would start new groups and quickly be asked to leave due to his risk-taking behaviour. We would set up the hammock at the start of the session and I’d get on with something else - chopping wood, whittling, making things. After four sessions of simply lying in the hammock, unhindered, unharried, no judgement, he started asking questions about what I was doing. Soon he was engaged, learning new skills and an active participant. He still tried to take unnecessary risks at times, but we had established enough of a trust relationship by that point that he would accept and respect my boundaries. Henry was with me for two years.

A hammock creates a physical boundary which offers security and comfort (8), especially for a child who actively defies boundaries. Within the confines of the hammock, we know that he is safe and he thinks he’s ‘getting away with’ something – all the while he’s experiencing the hidden benefits.

He is ready for the activities on what he believes are his own terms, but he is actually meeting our expectations. We are all winners in this scenario.

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Conclusion When we work with teenagers with behavioural needs, it sometimes takes time to establish trust. They are told they have to attend sessions and they view it as just another school session. They expect to be met with demands or to be treated like the ‘failure’ or ‘disappointment’ they have been told they are. They may set out to ‘shock’ us or force us into reinforcing their inherited core beliefs. When we don’t, it shocks them.

They don’t know what to do with it. By challenging their expectation, we are often able to short-circuit the behaviour and create new patterns, which have far-reaching outcomes in the long-term. Once trust is established, everything else becomes possible.

Most of our examples are related to young people, but adults benefit from hammocks too. Sometimes there’s a fear of being too heavy for the hammock, but once that is out of the way adults can find the hammock to be like being ‘held’. Even just having the time to lie under a tree and look up at leaves or the sky with no demands, no pressures, nothing to do but simply be, can drive busy, exhausted adults to tears - yet in the safety of the hammock-cocoon they feel no judgement or shame.

Sometimes it’s hard to put the benefits of our practice into words, but a deeper understanding of our gut instincts can go a long way in validating our beliefs. Find us on forestschooliow. co.uk or on Instagram @woodlearnforestschool.

References 1. Uvnäs-Moberg K, Handlin L, Petersson M. Self-soothing behaviors with particular reference to oxytocin release induced by non-noxious sensory stimulation. Front Psychol. 2015 Jan 12;5:1529. doi: 10.3389/fpsyg.2014.01529. PMID: 25628581; PMCID: PMC4290532.

2. R. P. Taylor, B. Spehar, and C. M. Hagerhall, ‘The Role of Fractal Fluency in Art, Architecture, and Well-Being’, in M. J. Ostwald, J. Vaughan, and A. Tucker (eds), The Mathematics of Modern Architecture: Architectural Design and Computation (Springer, 2024), pp. 943–967.

3. Noor AAM. Exploring the Therapeutic Potential of Terpenoids for Depression and Anxiety. Chem Biodivers. 2024;21(10):e202400788. doi:10.1002/cbdv.202400788.

4. Porges, S. W. (2011). The Polyvagal Theory: Neurophysiological Foundations of Emotions, Attachment, Communication, and Self-Regulation. W.W. Norton & Company.

5. Koziol, Leonard & Budding, Deborah. (2012). ADHD and Sensory Processing Disorders: Placing the Diagnostic Issues in Context. Applied neuropsychology. Child.

1. 137-44. 10.1080/21622965.2012.709422.

6. Riquelme I, Hatem SM, Sabater-Gárriz Á, Martín-Jiménez E, Montoya P. Proprioception, Emotion and Social Responsiveness in Children with Developmental Disorders: An Exploratory Study in Autism Spectrum Disorder, Cerebral Palsy and Different Neurodevelopmental Situations. Children (Basel).

2024 Jun 13;11(6):719. doi: 10.3390/children11060719. PMID: 38929298; PMCID: PMC11202221.

7. Bontula A, Preston RC, Shannon E, Wilson C, Fitter NT. Deep Pressure Therapy: A Promising Anxiety Treatment for Individuals With High Touch Comfort? IEEE Trans Haptics. 2023 Oct-Dec;16(4):549-554. doi: 10.1109/TOH.2023.3272623. Epub 2023 Dec 21. PMID: 37141064; PMCID: PMC10949954.

8. Unwin KL, Powell G, Jones CR. The use of Multi-Sensory Environments with autistic children: Exploring the effect of having control of sensory changes. Autism.

2022 Aug;26(6):1379-1394. doi: 10.1177/13623613211050176. Epub 2021 Oct 24.

PMID: 34693744; PMCID: PMC9340127.

Image credits: Image on p.26-p.27 provided by the author. Photographer retains copyright.

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philosophy to practice

RETURNING FEATURE

Richard Whall takes a closer look at how parkour might be used as an outdoor adventurous learning activity

Author profile Richard Whall is a Senior Lecturer in Human Movement, teaching on the Sport, PE and Outdoors undergraduate courses at the University of Central Lancashire (Preston).

Having previously worked across the health, fitness and education industry as a coach, trainer, advisor and qualified primary school teacher, he has combined his work and academic experiences, developing an interest in the physicality of learning from a scientific and philosophical perspective. This has led him to his current explorations of the concept of physical intelligence as a PhD project, and people’s experiences of physical intelligence through various movement forms, including parkour and running.

In a previous Horizons article (1), I explored the origins of parkour in relation to outdoor learning, discussing their shared values and advocating parkour as an example of outdoor adventurous learning. Though often misconceived as reckless, due in part to dramatic media portrayals of rooftop leaps and stunts posted for likes, in reality parkour is a disciplined practice that encourages a sense of adventure and curiosity, whilst emphasising safety, progression and adaptability. It also connects participants with their environment and promotes holistic self-development through overcoming challenges. For more information on the history and formation of parkour, take a look at my previous Horizons article (1). In this article, I’ll look to explore how an outdoor philosophy can translate to actionable principles and strategies for the practice of parkour.

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Philosophy - A foundation for decision-making and action When planning and facilitating outdoor learning, decisionmaking is deeply rooted in your overall philosophy - your beliefs, how you view the world, how it works, what there is to know about it and appropriate ways to act within it. Your philosophy helps you not only to choose which activities are appropriate, but more importantly, it helps you to better understand and apply relevant hows (strategies) and whys (principles).

My philosophy is strongly influenced by ideas from evolutionary science, processual biology and ecological dynamics. In essence, I view us as human animals who are in a continuous process of change, as shaped by our interactions and relationship with our physical and social environment. I believe that through movement we come to know ourselves, others and our relationship with the environment. I believe movement is essential for life and that physical intelligence, developed through movement not just of the body but also within the body, is the foundation of a human being (2).

Therefore, rather than viewing movement as secondary to intellectual pursuits, movement and embodied practices help to foster holistic growth as the foundation of human intelligence (3). Movement isn’t just physical activity or a tool for fitness, it’s a vital capacity that integrates sensory, cognitive and emotional experiences, creating adaptable learners connected to both their inner world and their external environment​. I believe that engagement with outdoor and/ or urban environments through practices like parkour and natural movement can stimulate this embodied intelligence, enhancing environmental and self-awareness, problemsolving, emotional regulation and physical adaptability.

Principles - Translating philosophy into guidelines From this broad philosophical perspective, a series of guiding principles can be defined which help to align activity design and facilitation with their deeper philosophical roots. The key principles I use to guide my own facilitation are: support playful exploration; encourage attunement to self, environment and others; and empower self-responsibility.

Support playful exploration: Movement experiences should be designed to afford playful exploration, fostering curiosity and emphasising the importance of finding personal solutions to adapt and overcome challenges, respecting individual abilities and sharing solutions. Participants should be supported and encouraged to creatively explore and experiment with different movement problems and finding different ways to solve them rather than perfecting a single solution. Adopting a playful attitude to movement challenges helps identify opportunities for success, whilst also re-framing failures as learning opportunities so that the process becomes just as important as the outcome.

Encourage attunement to self, environment and others: Physical intelligence relies on our awareness and relationship with oneself and one’s environment. Participants should be encouraged to attune themselves to how they feel in different moments, in relationship to their environment. For example, what are the specific affordances in the environment, i.e. what opportunities for movement do they see in their surroundings? What are they drawn to or what might they see but chose to avoid? Do they understand what makes them feel apprehensive about a challenge and how this feels within themselves?

What can they do to solve the problems posed? In this way, the environment becomes a partner in the learning process, guiding participants to explore its affordances and constraints.

Attuning to how you feel in each moment is also important for determining choice of activities, challenge and levels of engagement.

Empower self-responsibility Deeply entwined with the principle of attunement is the need to empower self-responsibility.

Giving individuals the autonomy to make their own choices helps to motivate participants and makes the learning more meaningful (4).

In parkour, this means individuals participate in the decision-making process, identify possible challenges and help assess potential risks. Of course, this needs to be done carefully and in relation to the ability, experience and maturity of the group and individuals - helping them to foster responsibility and respect for their limits and those of others.

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Strategies - Bridging principles to activities Where principles provide the central trunk to support broader decision-making, these can branch out to specific strategies which are the actionable methods for implementing principles in practice. The following are examples of three strategies that align with the guiding principles (presented above), which can be used to facilitate parkour sessions as outdoor adventurous learning.

Collaborative learning design: Based on ideas inspired from reading ‘Free to Learn’ (5) and following on from the empowering self-responsibility principle, collaborative learning design essentially means involving participants in the decision-making process as much as possible. This can range from providing suggestions for what they’d like to achieve in a session or across a series of sessions, through to the types of activities they find most engaging and meaningful. Within sessions, collaboration can continue when exploring different movement problems and possible modifications or solutions, how to break down bigger challenges into smaller, progressive steps or how to gamify challenges in a way that is inclusive and accessible for all. Including participants within discussions around what is appropriate for their skill level and/or experience, what opportunities the environment affords and identifying potential risks and how these can be managed is a vital aspect of empowering them to make appropriate decisions and take responsibility for their own learning.

Facilitating reflection:

Reflection forms a key aspect of the learning process (6), so it is important to incorporate opportunities to discuss and reflect upon experiences both during and after different activities.

For example, focussing on process, a reflective session could be facilitated through shorter moments of discussion, reflection circles or journalling to help participants celebrate successes, share how they overcame problems and articulate what they’ve learned about themselves and their environment.

Considerate communication:

Building open, supportive environments for learning requires careful consideration around language and communication choices. For example, if the intention is to work collaboratively with participants and provide autonomy to choose their level of engagement, offering invitations to take on different challenges, being open and honest when discussing risk and being able to truly listen and accept decisions are critical to success (7). Similarly, it is imperative that your language choices are supportive of a growth mindset, re-framing mistakes as opportunities for learning, focussing on process and praising effort (8). When moving in dynamic, outdoor environments, it is difficult to pay attention if there are too many instructions, so it is often best to provide only one suggestion at a time and ideally one with an external focus or relatable analogy (9) such as “push the ground away” or “bound like a kangaroo”, rather than internal cues like “bend your knees” or “extend your legs”. Using language in these ways can also be helpful in developing peer-to-peer support, modelling good practice to help participants help themselves and each other.

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Activities - What do participants actually do?

Below are example activities that illustrate ways in which parkour and natural movement can be utilised as outdoor learning, as inspired by my guiding principles discussed above.

Activity 1: Parkour/natural movement scavenger hunt Objective: Encourage participants to explore and engage with their environment creatively, based on their individual ability and desire for challenge.

Setup: Choose a relatively open space with diverse features (e.g. logs, low walls, rocks, benches) that afford different movement challenges.

Instructions: Depending on ability and experience, either: 1) invite participants to reimagine the space by identifying movement possibilities they might not initially notice (e.g. a bench could afford jumping, balancing, or crawling under); 2) collaboratively create a list of movements (e.g. balance, precision jump, crawl) and challenge them to find places in the environment where they can perform each movement.

Reflection: Discuss how they identified opportunities, what they looked for and how their perception of the environment changed.

Activity 2: Obstacle course creation Objective: Develop attunement to self and others through collaborative design of purposeful obstacle courses. Build problemsolving and adaptability through collaborative design.

Setup: Identify an existing obstacle course, trim trail or series of built/natural features (e.g. benches, logs, low branches) or portable equipment (e.g. planks, ropes, cones) that can be linked into a sequence of movements to create a dynamic obstacle course.

Instructions: Invite participants to create and practice different ways to navigate each obstacle (e.g. vaulting a log, balancing along a narrow path, or rolling under a branch), gradually building a continuous movement sequence using their chosen features.

Emphasise fluidity, control and creativity. For further challenges, allow participants to work in small groups to design a course for another group, ensuring a relevant mix of challenges.

Reflection: Ask participants to share how they approached the challenges and what strategies worked best. Ask participants to describe how it felt to move continuously, or be guided by someone else, and what they learned about their physical and mental capabilities.

Activity 3: Storytelling through movement Objective: Foster a connection with nature and encourage creative, mindful movement.

Setup: This activity can work well in a variety of outdoor spaces, both as a way for participants to explore new areas and also to re-imagine familiar places.

Instructions: Encourage participants to combine parkour and imagination by inviting them to create and act out stories or concepts using natural movement. For example, this could be the story of an animal hunting, exploring a new environment or evading a predator. Or perhaps they might explore ways to safely recreate scenes from stories they’ve read, games they’ve played or that they could imagine their favourite character experiencing.

Reflection: Participants could be invited to share their stories and reflect on how they felt or what they observed when watching others. Specific aspects of stories could be explored as a group or alternative narratives created like a living ‘choose-your-own adventure’ story.

Conclusion - Movement matters Natural movement practices offer an invaluable tool for outdoor adventurous learning. The key to success lies in adapting these practices to the specific needs and abilities of each group. This can be achieved by working through a structured, yet flexible framework from philosophy to principles and strategies to activity design. Ultimately, it should empower participants to explore their capabilities, connect with their environment and navigate the challenges of life with creativity and self-awareness.

References 1. Whall, R & Boenigk, C. (2023). Parkour in Outdoor Learning. Horizons, 99, 14-17. Institute for Outdoor Learning, UK. 2. Whall, R. (2022). Navigating Intelligence. Horizons, 97: 27-30. Institute for Outdoor Learning, UK. 3. Claxton, G. (2015). Intelligence in the flesh: why your mind needs your body much more than it thinks. Yale.

4. Weeldenburg, G., Borghouts, L. B., Slingerland, M., & Vos, S. (2020). Similar but different: Profiling secondary school students based on their perceived motivational climate and psychological need-based experiences in physical education. PloS One, 15(2), e0228859–e0228859.

5. Gray, P. (2013). Free to learn: why unleashing the instinct to play will make our children happier, more self-reliant, and better students for life. Basic Books 6. Kolb, D. A. (2014). Experiential learning : experience as the source of learning and development (Second edition.). Pearson Education Inc. 7. Chase, D. L. (2015). Does Challenge by Choice Increase Participation? The Journal of Experiential Education, 38(2), 108–128. https://doi. org/10.1177/1053825914524057 8. Hecht, C. A., Yeager, D. S., Dweck, C. S., Murphy, M. C., & Lockman, J. (2021). Beliefs, affordances, and adolescent development: Lessons from a decade of growth mindset interventions. Advances in Child Development and Behavior, 61, 169–197.

9. Winkelman, N. (2020). The Language of Coaching: The Art & Science of Teaching Movement. Human Kinetics.

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SMELL G

Stephanie Bale tells us eve about identifying Britis

Author profile Stephanie Bale is the founder of the Ethical Living Group CIC, which teaches a range of outdoor skills, and is a board member for the Sustainable Life Voluntary Organisation and Friends of Rea Valley Stirchley in her local community. She has been teaching woodland management, basketry and outdoor cooking for at least 8 years and more recently game preparation for 3 years. She has over 10 years of foraging and plant ID experience and today works freelance with a variety of conservation organisations. Her voluntary work includes managing the local woodland and rivers, recording local biodiversity and invasive plant removal.

British wild garlics What is spring if we are not talking about wild garlic? We actually have a number of wild Alliums in the UK and sometimes the common name of “wild garlic” is applied to a few different varieties – which is a good reason to get to know the differences and the botanical names to avoid confusion, as they can be quite diverse and have different lookalikes to watch out for. Let’s take a look at four examples - don’t forget to check the keywords box as we will cover a wider range of technical terms to describe all the differences involved.

1

Botanical Name: Allium ursinum Common Name/s: Wild Garlic, Bear’s Garlic, Ramsoms Edible Parts: leaves, flowers, bulbs, seeds Location: ancient woodland or scrub, riverbanks Lookalike/s: Arum (when young) Genus: Allium (garlic/onion family)

What could be considered true wild garlic, Bear’s Garlic, is the traditional plant most people think of when they say ‘wild garlic’ in the UK. It can also be referred to as Ramsoms, not to be confused with Ramps which is a North American variant of similar appearance (Allium tricoccum). Wild garlic is often smelled long before it is seen, but this can become a problem for identification as everything starts to smell like garlic where it is abundant!

Look out for wild garlic in ancient woodlands, or areas of older undisturbed woodland or scrub and particularly along riverbanks and wetland habitats. Wild garlic is very picky about where it grows – but when it finds a good spot it will cover the area if given a chance. Wild garlic is slow to recover, so pick leaves sparingly and leave plenty for others.

Identification • • • • • • •

A single white bulb at the root.

A strong garlic smell, especially when broken/torn.

Broad oval shaped smooth leaves with an entire margin (no serrations).

Leaves grow from the base of the stem in singles.

Leaves have parallel venation and are quite smooth in appearance.

Flowers are white and star like, with six petals and grow in a cluster at the top of the flower stem.

Seeds are in small round green balls where the flowers once were.

Lookalike: Arum maculatum

(Cuckoo Pint/Lords and Ladies) It is important to note this lookalike is NOT edible and so care must be taken when picking wild garlic. It’s easy to eliminate Cuckoo Pint once it is fully mature as it looks quite different. The danger is when it’s young and the leaves are not yet unfurled - this plant is poisonous if ingested. Cuckoo pint is often found in bunches within a sea of wild garlic so these young leaves can easily be swept up by mistake. This is another good reason to ensure you harvest sustainably - always take a few leaves and one at a time, don’t get impatient and take bunches at once.

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• • •

Arum leaves have reticulate venation spreading out across the leaf. This venation stops around the margin of the leaf - it does not touch the edges.

Leaves are arrow shaped.

Sometimes, some leaves may have dark spots on them (maculatum).

No distinctive smell. (Warning: You may pick up traces of garlic scent if it is growing amongst wild garlic or if you have the scent on your hands).

GARLIC?

SERIES

erything we need to know sh wild garlic this spring

2

Botanical Name: Allium vineale Common Name/s: Wild Garlic, Crow Garlic, Wild Chives Edible Parts: leaves, flowers, seeds Location: grassland, riverbanks Lookalike/s: grass, reeds Genus: Allium (garlic/onion family)

Crow garlic looks just like chives and, as such, is closer to an onion than garlic. It is often hidden in plain sight in a grassy field or along a riverbank, mistaken for a common grassy knoll. Be on the lookout for its bunched appearance with a green that is slightly blueish standing out from the rest of the common grass.

Identification • • • • •

Slender, hollow leaves like thin tubes (just like chives).

A single groove along the leaf.

A bluish tint to the green of the leaves, making it stand out from the grass around it.

Flowers grow in a cluster at the top of a single stem.

Flowers are a mixture of yellow/red/brown bulbils and a few small pale pinkish flowers.

Its main method of reproduction is actually the bulbils.

A light garlic/onion smell when damaged/broken.

•

Lookalike: Juncus effusus (Common Rush) (not pictured) Common Rush is not edible and somewhat toxic, which is why you should avoid mixing these two up. Rushes can pop up in wetlands and riverbanks and consist of bunches of hollow stems so can often be mistaken for crow garlic at a glance. Here’s how you can identify a common rush and rule it out:

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• • • • •

Slender hollow stems with few or no stem leaves.

Bright green stems, sometimes yellowish colouring, sometimes shiny.

No garlic/onion smell.

Stems have a pith in the centre.

Flowers are small, tufted and brown and appear from the side of the stem.

Botanical Name: Allium triquetrum Common Name/s: Wild Leek, 3CL, Three Cornered Leek Edible Parts: leaves, flowers, seeds, stems Location: grassland, riverbanks, woodlands, park Lookalike/s: Bluebells Genus: Allium (garlic/onion family)

Three Cornered Leek is a bit of a mouthful and is therefore often shortened to 3CL, especially online. This is the other most popular choice for the nomenclature “wild garlic” and this is where people can get very confused. A person used to seeing the broad leaves of Bear’s Garlic will insist the 3CL is not garlic and vice versa. 3CL is, however, an invasive pest species in the UK, so unlike Bear’s Garlic you don’t have to worry about over harvesting this one. It is in flavour and appearance very similar to spring onion or Chinese onions, except with a little bit more garlic punch, and is safe to eat.

Identification • • • • •

Very triangular flower stem.

Leaves are thin and have a triangular appearance from a prominent ridge on the midrib.

Mild garlic/onion smell, stronger when broken/damaged.

White bell-shaped flowers with six petals in a cluster on a single stem.

Flowers have a distinctive green stripe running down the centre of each petal. This is a key identification feature to avoid mistaking these for white bluebells.

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SMELL GARLIC?

Lookalike: Hyacinthoides hispanica or Hyacinthoides × massartiana • White bluebell flowers are bell-shaped and (White Spanish or Hybrid Bluebells) (not pictured) solid white with no green stripe.

All Bluebells are poisonous and true English bluebells are protected (but • Leaves are long, thin and somewhat glossy in they are blue so easy to differentiate). The sap, however, is very sticky and appearance. can be used as a glue - so Spanish bluebells do have other uses. From a • No real scent. (If there is a strong fragrance distance, with its sleek thin leaves, 3CL can easily be mistaken for white it is likely a Hyacinth, not a bluebell.) bluebells or vice versa. White bluebells are either a Spanish bluebell, • Midrib present and visible, but not triangular.

Hyacinthoides hispanica, or a hybrid of Spanish and English bluebells, Hyacinthoides × massartiana. True English bluebells are invariably blue with broad leaves, so you can already tell it’s going to be either Spanish or a Spanish hybrid if it’s a white bluebell. Look out for these key differences to distinguish a white bluebell from three cornered leek.

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Botanical Name: Alliaria petiolata Common Name/s: Hedge Garlic, Jack by the Hedge, Garlic Mustard Edible Parts: leaves, flowers, seeds Location: hedges, grass verges, woodlands, edges Lookalike/s: Honesty

This last garlic, despite its common name hedge garlic, is in fact a mustard. This family has such gems as radish, mustard, broccoli and cabbage to name but a few. As such it’s not a clean garlic taste like you would expect from true garlic.

Hedge garlic has a mild mustard/onion flavour with a bit of a bitter aftertaste. As a biennial plant it has two very distinctly different forms that can be misleading at first. You will have to get to know both leaf shapes to understand this plant and what stage of growth it is in.

Identification As a biennial plant, the appearance of hedge garlic changes depending on what year of growth it is in, as it bolts (flowers) in its second year.

• First year leaves are a rounded heart shape with very gentle serrate margins that can be almost round at times (crenate). The overall appearance is softly rounded.

• Second year leaves are a more angular heart shape and have deeper serrations along the margin that make the overall appearance look a lot pointier.

• Both first and second year leaves have pinnate venation.

• Second year growth will produce a single central flower stem topped with a cluster of very small white flowers with four petals and rounded tips.

• A very mild faintly garlic smell can be produced when leaves are crushed. It will not smell of anything really when undamaged.

• Seed pods are green and long and thin with a line of green to black seeds inside.

Lookalike: Lunaria (Honesty) Honesty is an edible Brassicaceae too, so if you get this one wrong while foraging you should live to learn from your mistake! The only similar plant to hedge garlic is honesty. They will typically flower in late spring in their second year where their different coloured flowers become obvious.

• • •

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Entire – A smooth edge with no serrations.

Margin – The edge of the leaf.

Parallel venation - Veins arranged along the leaf from stem to tip. No sprawling out and not intersecting.

Reticulate venation – Veins spread out in a net-like pattern.

Pinnate venation – Secondary veins branch out in pairs from the midrib.

Secondary veins also have veins in pairs branching out from them.

Maculatum – Spots/spotted. Refers often to purple splotches on a plant.

Bulbil – A small secondary bulb structure which allow the plant to self-propagate.

Pith – Spongy tissue in the plant stem that transports nutrients.

Midrib – Centre vein structure running down the leaf from stem to tip.

Bolts – Produces flowers in order to propagate.

Serrate – Toothed edge with teeth pointed upwards.

Crenate – Toothed edge with the teeth are rounded, not pointy.

Ovate – Egg shaped, wider at the base.

Ovate leaves with a pointed tip and often a little hairy, clear serrations along the margin.

Flowers are purple to white with visible veins in the petals in a cross formation with four petals. Flowers form along the flower stem, not just at the top.

Seed pods are flat, oval and semi-translucent so you can see the seed inside. When they mature, they become papery and silvery in appearance which is where Honesty gets its other common name “Silver Dollar”.

Image credits: All images, excluding the cover image, provided by the author. Photographers retain copyright.

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Keywords

OPINION

finding your tribe

Kate Ringrose discusses the importance of connecting with a group of like-minded people Author profile Kate Ringrose is the Outdoor Learning and Sustainability Lead for Primary at The British School of Brussels (BSB). She has an extensive background in environmental education and sustainability and her professional qualifications include Forest School Leadership, Sustainable Practice, Natural History and Climate Change Accreditation. She has recently been recognised as a Registered Practitioner at the Institute for Outdoor Learning.

I am a specialist outdoor learning teacher to primary students at a large international school in Brussels. We teach students ecology, environmental sustainability and skills with tools, while making connections to their learning inside the classroom. In my experience, teaching outdoor learning extends well beyond simply being in the wilderness. It requires navigating a unique and sometimes challenging space, both physically and professionally. In my work, I’ve often referred to myself as a ‘lone wolf’, but in a recent online meeting with other educators worldwide I have come to realise that I’m not alone.

Value In my experience, outdoor learning advocates in schools or workplaces can be the sole enthusiasts of championing connections with nature. I have often found myself working to inspire colleagues and address scepticism about the educational value of outdoor activities. I’ve even encountered dismissive remarks like, “it’s not real learning if the children aren’t using pens or devices”. As outdoor learning qualifications don’t always align with mainstream qualifications or written assessments, I’ve found that it is often undervalued – making it difficult to stay motivated.

“

However, the words of Baba Dioum have been a guiding principle for me throughout my career:

Yet, as I’ve discovered, it’s important to remember that even if you feel like a lone wolf, you’re not truly alone. Across the globe, hundreds of passionate educators share a mission to help young people connect with nature. Finding your tribe – even if it’s just one other person – can reaffirm that you are part of a larger, vital movement.

A great leveller Outdoor learning offers countless benefits for children.

It is a great leveller, often revealing leadership qualities in students who may not excel in traditional classroom settings. In a freer outdoor environment children can flourish, discovering new abilities and ways to contribute.

For students with English as an additional language, outdoor learning creates a space where they can observe, participate and demonstrate understanding without the pressure of written or spoken language. At my international school, where we welcome children from around the world, I’ve seen how the forest and woodland can provide a comforting sense of connection and familiarity for new arrivals.

Finding your tribe Joining the Institute for Outdoor Learning has been invaluable for me. I’ve connected with a network of likeminded practitioners who understand both the joys and challenges of this unique field. If you feel isolated in your workplace, I encourage you to reach out and find your tribe.

Whether through online forums, video calls or professional networks, connecting with others will provide the encouragement and inspiration you need.

The work we do is crucial - not only for education, but also for the wellbeing of our planet. We deliver the curriculum with the added benefits that working outside and being in nature bring. When outdoor learning is celebrated through professional learning opportunities, we can begin to encourage those who are less confident teaching outdoors into the world of outdoor learning.

”

In the end, we will conserve only what we love; we will love only what we understand; and we will understand only what we are taught.

This quote has driven my commitment to teaching young people outdoors and fostering their connection with nature.

If I’m not doing this, then who will? For many children, outdoor experiences are no longer a given. In my experience, trips to the park, playing outside, or even recognising the plants and animals in surrounding areas are scarcely pastimes for young people. As Robert Macfarlane’s ‘Lost Words’ suggests, we are losing not just the words but the understanding of nature’s wonders.

As more educators understand the relevance and unique opportunities of outdoor learning, its value and participation grow. Finding your people is essential in sustaining your passion, amplifying your impact and making outdoor learning more accessible and welcoming to those who are primarily engaged in mainstream education. As outdoor educators, I believe that we have one of the most important roles in teaching and though we may feel like lone wolves at times, together we are a force for change.

35 HORIZONS (109) SPRING 2025

SPRING FO In this issue, Lizzy takes a and how you might use it

Author profile Lizzy Maskey runs Pippin & Gile, a bushcraft school based in the South-East, established in 2018.

Lizzy has been teaching outdoor education since 2013 and moved to formalise and extend her bushcraft knowledge in 2016. Lizzy launched Pippin & Gile after returning from cycling 9000km to Kazakhstan unsupported. When not cycling or teaching, Lizzy is always looking to learn and develop and can be found exploring hedgerows and muddy puddles across the UK and around the world.

What’s in a name?

Elder is said to come from the Saxon term Aeld for fire, which is curious when it is a tree which will realise toxic cyanides in smoke when burnt. So, where does the name come from? Is it a double bluff?

In fact, it’s because in the past its signature hollow stems in its younger growth were scraped out and used as bellows to get a jet of air right into the heart of the fire. Think of all those telescopic ones you see when everyone wants to show off their latest bits of bushcraft kit.

Sambucus, of Sambucus nigra, directly translates from Latin as common Elder. So, why is an aniseedbased drink (that gives me flashbacks to university days) also Sambuca? Well, that story goes back to 1851 in Italy. Luigi Manzi, a master distiller, is credited with creating the first batch of ‘Sambuca’ whilst following an old family recipe. This liquor was similar to that which we know today, flavoured with not only star anise, but also large volumes of elder flowers and a number of other botanicals and spices. Luigi chose to highlight elderflower’s role in this drink not only for its sweetness and aromatic notes, but also likely due to its regular links to folklore and medicinal properties.

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There are a number of different species within the genus of elder, which has a vast geographic range stretching from parts of South America into the majority of North America, across the whole of the northern hemisphere and dropping down into parts of Australasia. As with many genera, especially those with a broad geographical distribution, there is disagreement on the number of separate species of elder. As of 2022, 29 species had been scientifically classified and there were a further 71 potential species still to be listed (1).

Of the 29 species, 11 have been studied for their chemical compounds and a total of 425 bioactive constituents have been found (1). No wonder they have so many uses globally and have so much folklore attached to them!

Sambucus extracts are being researched to show their efficacy in Alzheimer’s treatment, bone healing, anti-aging, flu prevention and as a natural food colouring, whilst also being a beneficial supplement (1, 2) to name a few. We are focusing on Sambucus nigra for the rest of this article.

ID features of Elder – Sambucus nigra A generally small scrubby tree, around 10m tall, elder often looks like it has fallen over and regrown a few times, which sometimes it has. It often has very straight rapidly growing upright branches coming from near its centre, a little like water shoots on an apple tree. The wood has a large pithy core, which is easily scraped out and means the wood can be utilised for a range of purposes including a pea shooter, whistles, or beads for jewellery. It is also useful for the hand drill, being of the right density, and only produces friction where the speed is highest, due to not having a central woody core.

The bark on a younger tree often has a cracked appearance and small dots on it. These raised dots are lenticels, like stomata on a leaf. These areas on the bark allow for transpiration to take place. If you are using the stem for hand drill, my advice would be to use your knife to shave these away as if left they will cause your hands to blister very rapidly. Older elder trees (try saying that quickly!) have a soft cork-like bark that looks quite wrinkly – I often use this as a way to help people link the name to the tree, ‘the older elders have wrinkly old bark’.

SERIES

ORAGING look at the magic of Elder in the kitchen this spring

Leaves sit opposite one another and are compound (also known as pinnate) – this means that although they look like they have lots of small leaves, one large leaf is made up of multiple leaflets. The leaflets are long and oval shaped with pointed ends, with distinctively toothed edges that tend to point towards the tip of the plant. The elder generally has fiveseven leaflets, but this can be as many as nine and as few as three per leaf.

Elder grows large multi-branched umbel-like flower-heads, with creamy-white five-lobed flowers at the tips. Each of the flowers has five very distinctive creamy stamens coming from the centre. Each flower is about 5mm across, while the entire flower-head is 10-20cm across and comes from one clearly defined stem. The flat umbel style flower-head is distinct from the two other elder species which grow wild in the UK, the dwarf elder (S. ebulus) which only grows to 120cm, and redberried elder (S. racemosa) the flower-heads of which look like a white Buddleia in overall shape. Once the fruit of Sambucus nigra are ripe they are very dark purple, almost black, and the flower-heads droop under the weight of the swollen berries, which are about 6-8mm across.

Elders tend to grow on nutrient enriched soils, happily growing in more open aspects as well as woodlands. They aren’t commonly grazed by rabbits and are therefore often found near their warrens. In the autumn, pigeons will sit in elder trees and eat copious volumes of the berries leaving dark purple poos underneath the trees.

Did you know?

All parts of the elder tree, bar the flowers, contain cyanogenic glycosides. These glycosides break down into hydrogen cyanide when the plant is damaged or ingested (4, 3).

Cyanogenic glycosides are present in more than 2600 species that have been studied so far, including up to 26 economically important crops (3). Processing is shown to drastically reduce the level of cyanogenic glycosides within elder products (4).

Given the glycodides present, you should be careful when making elder whistles or using the wood as a pea shooter and encourage them to be dried before regular use. The other key safety advice is not to eat raw elderberries and only to consume the flowers and berries of the plant, nothing else.

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In fact, folklore and herbal medicine states that elderberries can even help fight off flu!

Sambucol, derived from the Sambucus plant, is a flu-fighting ingredient found within elder trees. Elder extracts became quite popular around the height of the Covid-19 pandemic, although research on its impact fighting Covid-19 specifically was not sufficiently carried out in 2022 for the National Library of Medicine to suggest it as an option – partly due to a number of possible side effects (6).

Personally, I’ve found I succumb to less colds whilst I’ve been drinking my supplies of elderberry syrup. Though whether this is my energy reserves matching my elderberry syrup reserves, I don’t know! The single stem on the heads of the elder make it very easy to collect large quantities of the flowers without much input or time. These can be turned into a range of alcoholic and non-alcoholic drinks - and elderflower fritters, a tasty summer treat! The recipe is below.

ELDERFLOWER FRITTERS WITH TEMPURA BATTER

These elderflower fritters make a great, light summer desert. The sparkles of the lemonade make the batter light and crispy and the sweetness and sharpness compliment the elderflowers wonderfully. The shape of the flower-heads makes deep frying them relatively safe and easy. The end of May and beginning of June are elderflower season. In my house that means bottles of cordial, bubbles and fizz (two different strengths of elderflower wine) stacking up in cool, dark cupboards. One year I’d foolishly forgotten to top up my bottle stash before the season started sufficiently. Therefore, I was looking at lemonade bottles and thinking, although it was too early in the day for a glass of Pimms, I really wanted the bottle to be empty.

Randomly, elderflower fritters came to mind. Next my brain remembered about tempura and how it can be made with sparkling water to make it extra light and crispy.

Followed rapidly by the combined idea of elderflower fritters in a lemonade-based batter. I tested them and concluded that I am a genius. Thank you, brain!

You will need: • •

200ml sunflower oil: you want a good 2cm over the bottom of your pan – it depends on your pan size how much this will be 1 deep pan: make sure it’s wide enough to fit in at least one elderflower head

Ingredients: •

15-18 elderflower heads: tap them gently to remove any hitch-hikers • 100g plain white flour • 250ml lemonade • 1 tbsp sugar • A pinch of salt

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Method: 1. Heat the oil to a medium heat.

2. Add the flour, lemonade, sugar and salt and mix the batter in a wide bowl.

3. Add a drop of batter into the oil and check it bubbles without blackening for thirty seconds. (Then remove it, adjusting the temperature as needed).

4. Dip one elderflower head into the mix and ensure the petals are coated in batter mix. Hold the stem end out of the mix.

5. Gently shake off excess batter.

6. Carefully, without dripping it all over the place and holding it by the stem, lower it into the hot oil. It should bubble and steam tremendously at first before settling down.

7. Remove when it starts to brown at the edges.

Shake any excess oil off, put on a plate and enjoy. Eat hot and, if you want, served with a sprinkling of icing sugar and a squeeze of fresh lemon.

As we have seen earlier in this article, all parts of the elder tree, apart from the flowers, contain cyanogenic glycosides, which when injected can cause cyanide in your system. Therefore, as you eat the fritters aim for the flowers not the stems.

Realistically managing this 100% isn’t possible, but rest assured that the deep-frying process will have broken down the cyanides anyway and, given how decadent they feel, you won’t be able to eat that many!

Image credits: All images provided by the author. Photographers retain copyright.

Foraging is undertaken at the individual’s risk. Forage and consume responsibly.

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in

profile In this issue, Horizons spoke to Ian Martin about his life and work in outdoor education

Jo Barnett: I am delighted to welcome you to Horizons, Ian. May I begin by asking what your current role is in outdoor learning?

Ian Martin: I am the Head of Outdoor Education at St David’s College, Llandudno. This is one of a handful of schools worldwide to have outdoor education as a curriculum subject so there are timetabled lessons all through the week. Once a fortnight the pupils come to school in old clothes and they go out and do an activity with their teacher for the day. There are additional activities at the weekends and then there’s expeditions, both local and overseas. My role is to plan the compulsory curriculum from Year 5 up to Year 10 pupils, (8 to 15 years old) and the more specialised activity lessons for those up to Year 13 (19 years old). I also manage the team of eleven outdoor education teachers.

JB: Where did your initial love for the outdoors come from?

IM: I’d probably thank my family for a lot of it! Our family holidays would be camping trips to Cornwall and the Lake District. Then I was in Scouts and I did my Duke of Edinburgh’s Awards. When I was in sixth form I was selected to go away with the British Schools Exploring Society (BSES). I spent a summer on an island called Svalbard, north of Norway, taking part in an expedition doing scientific research and exploring. It was so far removed from where I come from in Northamptonshire!

Then there were the bonds and the friendships created from the experiences we had while we were away. I still keep in touch with my friends from that first expedition.

It was a different ‘me’ back then and not just the long hair.

After that trip I was diagnosed with terminal cancer and given a few weeks or months to live. After a big operation my life started again, so it feels like a whole different time.

Since then, I’ve spent a huge amount of time travelling back to all sorts of different places and journeying together with people, friends and groups.

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JB: If you think back over your career, what are you most proud of?

IM: Qualification-wise, when I passed the Winter Mountaineering and Climbing Instructor programme - being endorsed by the best instructors and climbers of the time was a very proud thing for sure. Career wise, becoming the Head of the Department here at St David’s because there’s a history of adventuring - many pupils have gone on to work in the outdoors.

Often, it is years later that you hear back from pupils. I was running a climbing course last weekend and two bearded blokes came up to me and said, ‘all right, Sir, do you remember when we went to Spain on that expedition?’. I think of all, I’m most proud of creating an environment and a staff team here where staff can flourish and use their skills creatively. To be entrusted to build on that reputation, to raise the standard and keeping that legacy going is hugely important to me.

JB: What is the most significant thing that you’ve learned over your career in outdoor learning?

IM: I think it would be that it’s not actually about the outdoor activity. We don’t mind if the kids are not the best canoeists in the world or are not brilliant at rock climbing - it is definitely more about the experience, the internal feelings and the hidden personal skills. Working here at St David’s, it’s reminded me that not all people think the same way and not all people learn the same way.

I have learned to try and treat people with respect and be mindful of their agenda - just because I think this is super easy and straightforward that doesn’t mean it is for everyone else.

JB: What’s your top tip for somebody who wants to start a career in the outdoors?

IM: You’ve got to want to do it. You’ve got to be keen for the activities yourself. Teaching outdoor education is not a nine-to-five job - you need to enjoy it. My advice would be to get out and do the activities, find some partners, join a club, try new things, take opportunities. I was an average kayaker when I went to university and a conversation in the pub led to me join an expedition to go kayaking in Kenya where I ended up doing river first-descents.

JB: What do you think is important for the future of outdoor learning?

IM: To always remember that it should be underpinned by learning. A fun activity is great, but we’ve got to make sure that the learning element is there to develop the character and the resilience of young people. Also, I certainly think we’ve got to find the right balance of where technology can enhance rather than detract from experiences. We may go where there is no phone signal, so it’ll be just us connecting with each other in the environment.

JB: What’s next for you, Ian? IM: At the time of this interview, I’m travelling to Sweden tomorrow! I’m going to drive some husky dogs across the top of Sweden. But bigger than that, my role with the students at St David’s is to be strategic, trying to be innovative to adapt to the changing needs of the students, making sure that we are still giving them opportunities that are going to stretch and challenge them without overwhelming them. These changing needs might be around attention spans and their ability to hold concentration, it might be around physical fitness or a range of other things.

So tomorrow, with my sixth formers, they’re all going to be given four dogs and a sledge and a whole bunch of food and off we go. They’ve got the responsibility to look after their huskies for a week. Yes, it’ll be a heck of an experience for them!

JB: Thank you for your time today, Ian, I know you are busy packing! Enjoy Sweden.

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Unit B, Skirsgill Business Park, Redhills, Penrith, Cumbria. CA11 0FA